Curriculum Viability Indicators: A Delphi Study to Determine Standards and Inhibitors of a Curriculum

Khan, Rehan Ahmed; Spruijt, Annemarie; Mahboob, Usman; Eraky, Mohamed Al; Merriënboer, Jeroen J. G. van

doi:10.1177/0163278720934164

Cited by 7 publications

(10 citation statements)

References 26 publications

(28 reference statements)

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“…Many questionnaires reportedly measure attainment of quality standards in different areas of the curriculum. For instance, DREEM, AMEET, HELES [3][4][5] and JHLES [6] measure the educational environment, and AIM measures the implementation of assessment [7]. Yet we did not find any questionnaires that measure the inhibitors of the curriculum.…”

Section: Introductionmentioning

confidence: 92%

“…The issues impeding the achievement of curriculum quality standards are called 'curriculum viability inhibitors' [2]. Together, the presence of current inhibitors in the curriculum and the degree to which relevant standards are met make up the 'viability indicators', which determine the curriculum viability [3]. Many questionnaires reportedly measure attainment of quality standards in different areas of the curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability

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Background Curriculum viability is determined by the degree to which quality standards have or have not been met, and by the inhibitors that affect attainment of those standards. The literature reports many ways to evaluate whether a curriculum reaches its quality standards, but less attention is paid to the identification of viability inhibitors in different areas of the curriculum that hamper the attainment of quality. The purpose of this study is to develop and establish the reliability and validity of questionnaires that measure the presence of inhibitors in an undergraduate medical curriculum. Methods Teacher and student questionnaires developed by the authors were sent to medical educationalists for qualitative expert validation and to establish their content validity. To establish the response process validity, cognitive interviews were held with teachers and students to clarify any confusion about the meaning of items in the questionnaires. Reliability and construct validity of the questionnaires were established by responses from 575 teachers and 247 final-year medical students. Results Qualitative expert validation was provided by 21 experts. The initial teacher and student questionnaires containing respectively 62 items to measure 12 theoretical constructs, and 28 items to measure 7 constructs, were modified to improve their clarity and relevance. The overall scale validity index for the questionnaires was, in order, .95 and .94. Following the cognitive interviews, the resultant teacher and student questionnaires were reduced to respectively 52 and 23 items. Furthermore, after the confirmatory analysis, the final version of the teacher questionnaire was reduced to 25 items to measure 6 constructs and the student questionnaire was reduced to 14 items to measure 3 constructs. Good-for-fit indices were established for the final model and Cronbach alphas of, in order, .89 and .81 were found for the teacher and student questionnaire. Conclusion The valid and reliable curriculum viability inhibitor questionnaires for teachers and students developed in this study can be used by medical schools to identify inhibitors to achieve standards in different areas of the curriculum.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability

et al. 2021

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View full text Add to dashboard Cite

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“…The reliability of the items before conducting CFA was found to be .941 and .870 for the teacher and student questionnaires, respectively, hence no items were removed [34]. A one-factor model was generated for both models, which was found not to have a good t. Afterwards, 12-and 7-factor models, as hypothesized by the authors based on published literature [2,3] and expert validation, were developed and analysed. These models were reduced to 11 and 6 factors after the deletion of items and the use of modi cation indices to achieve an acceptable model.…”

Section: Establishing the Construct Validity And Reliability Of The Qmentioning

confidence: 99%

“…Together, the presence of current inhibitors in the curriculum and the degree to which relevant standards are met make up the 'viability indicators', which determine the curriculum viability [3]. Many questionnaires reportedly measure attainment of quality standards in different areas of the curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Development and Validation of Teacher and Student Questionnaires Measuring Inhibitors of Curriculum Viability

Khan

Spruijt

Mahboob

et al. 2021

Preprint

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BackgroundCurriculum viability is determined by the degree to which quality standards have or have not been met, and by the inhibitors that affect attainment of those standards. The literature reports many ways to evaluate whether a curriculum reaches its quality standards, but less attention is paid to the identification of viability inhibitors in different areas of the curriculum that hamper the attainment of quality. The purpose of this study is to develop and establish the reliability and validity of questionnaires that measure the presence of inhibitors in an undergraduate medical curriculum. MethodsTeacher and student questionnaires developed by the authors were sent to medical educationalists for qualitative expert validation and to establish their content validity. To establish the response process validity, cognitive interviews were held with teachers and students to clarify any confusion about the meaning of items in the questionnaires. Reliability and construct validity of the questionnaires were established by responses from 575 teachers and 247 final-year medical students.Results Qualitative expert validation was provided by 21 experts. The initial teacher and student questionnaires containing respectively 62 items to measure 12 theoretical constructs, and 28 items to measure 7 constructs, were modified to improve their clarity and relevance. The overall scale validity index for the questionnaires was, in order, .95 and .94. Following the cognitive interviews, the resultant teacher and student questionnaires were reduced to respectively 52 and 23 items. Furthermore, after the confirmatory analysis, the final version of the teacher questionnaire was reduced to 25 items to measure 6 constructs and the student questionnaire was reduced to 14 items to measure 3 constructs. Good-for-fit indices were established for the final model and Cronbach alphas of, in order, .89 and .81 were found for the teacher and student questionnaire.ConclusionThe valid and reliable curriculum viability inhibitor questionnaires for teachers and students developed in this study can be used by medical schools to identify inhibitors to achieve standards in different areas of the curriculum.

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The assessment model of online vocal music teaching quality under the optimized DL model

Guo,

Tang

2023

Intelligent Systems with Applications

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Curriculum Viability Indicators: A Delphi Study to Determine Standards and Inhibitors of a Curriculum

Cited by 7 publications

References 26 publications

Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability

Development and validation of teacher and student questionnaires measuring inhibitors of curriculum viability

Development and Validation of Teacher and Student Questionnaires Measuring Inhibitors of Curriculum Viability

The assessment model of online vocal music teaching quality under the optimized DL model

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