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HOME > J Educ Eval Health Prof > Volume 21; 2024 > Article
Research article Development and psychometric evaluation of a 360-degree evaluation instrument to assess medical students’ performance in clinical settings at the emergency medicine department in Iran: a methodological study
Golnaz Azami1*orcid, Sanaz Aazami2orcid, Boshra Ebrahimy1orcid, Payam Emami1orcid

DOI: https://doi.org/10.3352/jeehp.2024.21.7
Published online: April 1, 2024

1Department of Emergency Medical Sciences, Faculty of Paramedical Sciences, Kurdistan University of Medical Sciences, Sanandaj, Iran

2Department of Nursing and Midwifery, Faculty of Nursing and Midwifery, Ilam University of Medical Science, Ilam, Iran

*Corresponding email:  golnaz.azami64@gmail.com

Editor: Sun Huh, Hallym University, Korea

• Received: 14 February 2024   • Accepted: 18 March 2024
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Background
In the Iranian context, no 360-degree evaluation tool has been developed to assess the performance of prehospital medical emergency students in clinical settings. This article describes the development of a 360-degree evaluation tool and presents its first psychometric evaluation.
Methods
There were 2 steps in this study: step 1 involved developing the instrument (i.e., generating the items) and step 2 constituted the psychometric evaluation of the instrument. We performed exploratory and confirmatory factor analyses and also evaluated the instrument’s face, content, and convergent validity and reliability.
Results
The instrument contains 55 items across 6 domains, including leadership, management, and teamwork (19 items), consciousness and responsiveness (14 items), clinical and interpersonal communication skills (8 items), integrity (7 items), knowledge and accountability (4 items), and loyalty and transparency (3 items). The instrument was confirmed to be a valid measure, as the 6 domains had eigenvalues over Kaiser’s criterion of 1 and in combination explained 60.1% of the variance (Bartlett’s test of sphericity [1,485]=19,867.99, P<0.01). Furthermore, this study provided evidence for the instrument’s convergent validity and internal consistency (α=0.98), suggesting its suitability for assessing student performance.
Conclusion
We found good evidence for the validity and reliability of the instrument. Our instrument can be used to make future evaluations of student performance in the clinical setting more structured, transparent, informative, and comparable.


JEEHP : Journal of Educational Evaluation for Health Professions