Development and Validation of Self-Evaluation Tool to Assess Teaching- Strategies (SETT) of Medical Teachers: A Modified Delphi Study

Abstract

Objective: The objective was to develop and validate a tool for self-evaluation of teaching strategies for medical teachers (SETT).
 
 Study Design & Setting: A mixed method study was conducted at Riphah International University, Islamabad, Pakistan Methodology: A mixed method study was conducted at Riphah International University, Islamabad, Pakistan from January 15, 2019, to July 15, 2019. Modified Delphi technique was used to establish the content validity of preliminary instrument with 28 items. The response process validity was explored through cognitive interviews. Confirmatory factor analysis was done to confirm the factor model and the reliability of the tool was calculated using Cronbach’s alpha.
 
 Results: A 28-items preliminary draft instrument was reduced to 14-items final instrument after administering content validity, cognitive pretesting, and confirmatory factor analysis. Content Validity Scale was 0.97. Confirmatory factor analysis yielded a model with a good fit and an acceptable internal consistency. These statistical values signify that the tool developed has a good validity and good reliability which means that the tool rightly measured what it was supposed to measure and is reliable to evaluate the required question every time.
 
 Conclusions: A self-evaluation tool of teaching- strategies (SETT) questionnaire is a valid and reliable instrument to evaluate teaching strategies of medical teachers.