Using Item Response Theory (IRT) to Assess Psychometric Properties of Undergraduate Clinical Education Environment Measure (UCEEM) among Medical Students at the Faculty of Medicine, Suez Canal University

Fouad, Sally; Araby, Shimaa El; Abed, Rabab Abdel Raoof; Hefny, Mohamed; Fouad, Moustafa H.

doi:10.21315/eimj2020.12.1.3

“…This study replicates measures of internal consistency (Cronbach's alpha) reported by other studies: Those of Strand et al using their initial construction dataset 7 and those in a recent analysis of the tool by Fouad et al 13,16,29…”

Section: Discussionmentioning

confidence: 93%

“…12 It has now been used in diverse settings internationally. [13][14][15][16] The UCEEM thus fills an important niche for educators looking to evaluate the environment experienced by clinical students.…”

Section: Evaluation Of the Clinical Learning Environmentmentioning

confidence: 99%

Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Jones,

Hartley,

Jones

2023

Journal of Medical Education and Curricular Development

1

0

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Objectives Improving medical student placements relies on being able to reliably evaluate how students experience clinical learning environments. The Undergraduate Clinical Education Environment Measure (UCEEM) is an increasingly used validated tool designed to allow such evaluations. This study aims to further characterize how the UCEEM relates to qualitative evaluation. methods Students on placement at one hospital were invited to complete the UCEEM before and after the implementation of an innovative new placement structure. Additionally, focus groups were employed to collect qualitative data on their experiences. a novel protocol to triangulate the output of the UCEEM with the qualitative data was developed. Results The UCEEM showed good internal consistency (Cronbach's Alpha 0.79-0.91) and internal correlation. Implementation of the intervention created significant improvements in the overall UCEEM scores ( P = .008) and in the “Learning in and through work and quality of supervision” ( P = .048), “Preparedness for student entry” ( P = .033) and “Workplace interaction patterns and student inclusion” ( P = .039) domains. The triangulation of qualitative data with UCEEM output showed that the UCEEM allowed evaluation of some perceptions not reached through open questioning. However, mixed interpretations of UCEEM items by students led to the conflation of themes and challenges in deriving the meaning behind the score. This appeared to be the case for 14 of the 24 UCEEM items. Conclusion This investigation adds to the literature supporting the UCEEM as a validated tool. It also elucidates the limitations and relationships to qualitative data that investigators need to be aware of in its use.

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“…A aprendizagem em cenários clínicos e com inserção precoce pode direcionar os currículos médicos para o contexto social da prática, ajudar na transição dos acadêmicos para o ambiente clínico, motivá-los, torná-los mais confiantes para lidar com os pacientes e aumentar a autoconsciência e consciência dos outros 10 .…”

Section: Introductionunclassified

Tradução, adaptação transcultural para a língua portuguesa e validação do instrumento Undergraduate Clinical Education Environment Measure (Uceem)

Costa¹,

Boller²,

Zagonel³

2022

Rev. bras. educ. med.

0

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Introduction: The educational environment for the clinical teaching of undergraduate medical and nursing students influences the students’ perception of significant aspects of satisfaction in the clinical learning environment. Objective: To transculturally adapt, with the concept, content and construct validity, the instrument “Undergraduate Clinical Education Environment Measure - UCEEM” into the Brazilian Portuguese language and validate the translated and adapted version; involving medical and nursing students, while experiencing clinical teaching during their undergraduate course. Method: This is a methodology study aimed at the translation, adaptation and transcultural validation process, which is divided into six steps, as proposed by Beaton. The steps consisted in the translation, translation synthesis, back-translation, proofreading by the experts committee, pre-testing and submission of the final version of the instrument to the author. Five bilingual translators participated in this process (three for the translation and two for the back-translation), as well as eight expert professionals who work as academic faculty and have Master’s and Doctoral degrees. The validation was carried out at two moments: the first one by using semantic, idiomatic, cultural and conceptual equivalence (pre-test), involving 30 medical and nursing students going through clinical teaching; and the second moment, the validation and assessment of the psychometric properties with 161 students from these same courses. Result: The transcultural adaptation carried out by eight expert professionals in this area was performed based on the experts’ considerations, in addition to the analysis and considerations of the researcher and author of the original instrument. The result of this phase led to the final version of this instrument in Brazilian Portuguese, which shows 26 items divided into two dimensions and four subscales that were maintained according to its original form. Following the filling out of the instrument by the nursing and medical students, the analysis of the Theory of Response revealed to be reliable, as determined by a Cronbach’s alpha of 0.917. According to Spearman’s correlation test, the results indicate a positive correlation between the questions. Conclusions: The Portuguese version of the UCEEM instrument showed to be adequate and useful to evaluate the satisfaction with the educational environment in clinical teaching according to the perception of medical and nursing students.

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“…Learning in clinical settings and with an early inclusion can direct the medical curricula to the social context of practice, help students transition to the clinical environment, motivate them, make them more confident in dealing with patients and increase self-awareness and the awareness of others 10 .…”

Section: Introductionmentioning

confidence: 99%

Translation, cross-cultural adaptation to the Portuguese language and validation of the Undergraduate Clinical Education Environment Measure Instrument (Uceem)

Costa¹,

Boller²,

Zagonel³

2022

Rev. bras. educ. med.

0

View full text Add to dashboard Cite

Introduction: The educational environment for the clinical teaching of undergraduate medical and nursing students influences the students’ perception of significant aspects of satisfaction in the clinical learning environment. Objective: To transculturally adapt, with the concept, content and construct validity, the instrument “Undergraduate Clinical Education Environment Measure - UCEEM” into the Brazilian Portuguese language and validate the translated and adapted version; involving medical and nursing students, while experiencing clinical teaching during their undergraduate course. Method: This is a methodology study aimed at the translation, adaptation and transcultural validation process, which is divided into six steps, as proposed by Beaton. The steps consisted in the translation, translation synthesis, back-translation, proofreading by the experts committee, pre-testing and submission of the final version of the instrument to the author. Five bilingual translators participated in this process (three for the translation and two for the back-translation), as well as eight expert professionals who work as academic faculty and have Master’s and Doctoral degrees. The validation was carried out at two moments: the first one by using semantic, idiomatic, cultural and conceptual equivalence (pre-test), involving 30 medical and nursing students going through clinical teaching; and the second moment, the validation and assessment of the psychometric properties with 161 students from these same courses. Result: The transcultural adaptation carried out by eight expert professionals in this area was performed based on the experts’ considerations, in addition to the analysis and considerations of the researcher and author of the original instrument. The result of this phase led to the final version of this instrument in Brazilian Portuguese, which shows 26 items divided into two dimensions and four subscales that were maintained according to its original form. Following the filling out of the instrument by the nursing and medical students, the analysis of the Theory of Response revealed to be reliable, as determined by a Cronbach’s alpha of 0.917. According to Spearman’s correlation test, the results indicate a positive correlation between the questions. Conclusions: The Portuguese version of the UCEEM instrument showed to be adequate and useful to evaluate the satisfaction with the educational environment in clinical teaching according to the perception of medical and nursing students.

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Using Item Response Theory (IRT) to Assess Psychometric Properties of Undergraduate Clinical Education Environment Measure (UCEEM) among Medical Students at the Faculty of Medicine, Suez Canal University

Cited by 7 publications

References 8 publications

Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Validity of the UCEEM in use: How Does it Triangulate with Qualitative Data in Measuring the Effect of an Educational Intervention?

Tradução, adaptação transcultural para a língua portuguesa e validação do instrumento Undergraduate Clinical Education Environment Measure (Uceem)

Translation, cross-cultural adaptation to the Portuguese language and validation of the Undergraduate Clinical Education Environment Measure Instrument (Uceem)

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