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

Abstract

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.

Teaching Bundle Care Approach to Intensive Care Nurses to Prevent Ventilator Associated Pneumonia with a Stratified Validated Module

“…Among the feedback scales on the extent of use of the debriefing category, 58 (29%) participants were satisfied, and 80 (40%) participants were highly satisfied (Figure 5). In the follow-up, the questionnaire-based test median score was 12 (11)(12)(13)(14) and DOPS scores decreased (Figures 2 and 3).…”

“…We conducted debriefing sessions for 1 hour to make it more amenable to participants. Participants with pretest and posttest DOPS scores were segregated into the following categories: below expectation (0-4), borderline expectations (5)(6)(7)(8), meeting expectations (9)(10)(11)(12), and above expectations (13)(14)(15)(16), and it was found that scores were significantly improved after being exposed to the teaching module, with a P value <.001. When participants were segregated with DOPS scores >12 versus those with DOPS scores lower than or equal to 12.…”

“…Various teaching programs were combined to form this teaching proposal 7,11,12 (Figure 1). The validation method was adapted from Khan et al 13 In phase 1, the development of the teaching module and questionnaire was done by the team, which includes an intensivist, a microbiologist (quality control director), a nursing superintendent, and a nursing teaching coordinator. This teaching module was sent to an expert panel of a different hospital to comment on the theoretical constructs and to modify and add statements and questions.…”

“…Participants were given scores ranging from 0 to 16. Scores were divided as below expectation (0-4), borderline expectation (5)(6)(7)(8), meeting expectation (9-12), and above expectation (13)(14)(15)(16).…”

Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus

“…Curriculum Viability. Curriculum viability is the degree to which quality standards have been met and the inhibitors that affect attaining those standards (Khan et al, 2021). Marzano (2003, as cited by Smith, 2021, curriculum viability means that the curriculum is realistic in scope and has made careful decisions to narrow the universe of knowledge into developmentally appropriate and challenging learning targets for the students.…”