Journal of Educational Evaluation for Health Professions

Research articles

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:15. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.15

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Purpose
The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.
Methods
Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.
Results
Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.
Conclusion
Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

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Escala de Aprendizaje Metarregulado (AMR) en estudiantes universitarios
Marybel E. Mollo-Flores, Angel Deroncele-Acosta, Roger P. Norabuena-Figueroa, Klinge O. Villalba-Condori
Campus Virtuales.2023; 12(2): 175. CrossRef
Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study
Ruth Vinall, Ashim Malhotra, Jose Puglisi
Pharmacy.2021; 9(3): 148. CrossRef
Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
Jessica M. Craig, Brooke Nodeland, Roxanne Long, Emily Spivey
Journal of Criminal Justice Education.2020; 31(3): 372. CrossRef

Development of the Clinical Teaching Effectiveness Questionnaire in the United States: Michelle E. Wormley, Wendy Romney, Anna E. Greer; J Educ Eval Health Prof. 2017;14:14. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.14

33,205 View
384 Download
5 Web of Science
8 Crossref

Abstract PDF

Purpose
The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.
Methods
The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.
Results
The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.
Conclusion
The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Citations

Citations to this article as recorded by

Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors
Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
Journal of Physical Therapy Education.2023; 37(2): 108. CrossRef
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Journal of Obstetrics and Gynaecology.2022; 42(5): 968. CrossRef
Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study
Katherine Myers, Catherine Bilyeu, Kyle Covington, Amanda Sharp
Physical Therapy.2022;[Epub] CrossRef
Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
Sean Gallivan
Journal of Physical Therapy Education.2022; 36(4): 283. CrossRef
Psychometric Properties of Visual Indicators of Teaching and Learning Success “VITALS” Instrument for Evaluation of Clinical Teachers
Nada Al-Yousuf, Salah Eldin Kassab, Hasan Alsetri, Hossam Hamdy
Advances in Medical Education and Practice.2021; Volume 12: 905. CrossRef
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Journal of Dental Education.2020; 84(3): 308. CrossRef
A questionnaire survey of difficulties in clinical practice perceived by physical therapy students
Masae Shinozaki, Takashi Fukaya, Yasutsugu Asakawa, Yukari Ohashi
Journal of Physical Therapy Science.2020; 32(12): 856. CrossRef
Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors
Michelle E. Wormley, Wendy Romney, Kristin Schweizer, Beverly Fein, Vicki LaFay, Rebecca Martin, Anna E. Greer
Journal of Physical Therapy Education.2018; 32(4): 344. CrossRef

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