Psychometric properties of a test in evidence based practice: the Spanish version of the Fresno test

Abstract

BackgroundValidated instruments are needed to evaluate the programmatic impact of Evidence Based Practice (EBP) training and to document the competence of individual trainees. This study aimed to translate the Fresno test into Spanish and subsequently validate it, in order to ensure the equivalence of the Spanish version against the original English version.MethodsBefore and after study performed between October 2007 and June 2008. Three groups of participants: (a) Mentors of family medicine residents (expert group) (n = 56); (b) Family medicine physicians (intermediate experience group) (n = 17); (c) Family medicine residents (novice group) (n = 202); Medical residents attended an EBP course, and two sets of the test were administered before and after the course. The Fresno test is a performance based measure for use in medical education that assesses EBP skills. The outcome measures were: inter-rater and intra-rater reliability, internal consistency, item analyses, construct validity, feasibility of administration, and responsiveness.ResultsInter-rater correlations were 0.95 and 0.85 in the pre-test and the post-test respectively. The overall intra-rater reliability was 0.71 and 0.81 in the pre-test and post-test questionnaire, respectively. Cronbach's alpha was 0.88 and 0.77, respectively. 152 residents (75.2%) returned both sets of the questionnaire. The observed effect size for the residents was 1.77 (CI 95%: 1.57-1.95), the standardised response mean was 1.65 (CI 95%:1.47-1.82).ConclusionsThe Spanish version of the Fresno test is a useful tool in assessing the knowledge and skills of EBP in Spanish-speaking residents of Family Medicine.

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

“…47). This observed effect size is consistent with intervention studies that have used the Fresno test or a revised version of the original Fresno as the instrument for measuring changes in knowledge and skills [60][61][62][63]. However, these reported effect sizes were interpreted from EBP competence studies in disciplines other than nursing that used alternative approaches to EBP training, over variable periods of time.…”

Evidence‐based medicine training in a resource‐poor country, the importance of leveraging personal and institutional relationships

“…The change in the evaluation process was facilitated by external funding becoming available and by additional Peruvian faculty support. We chose to assess EBM self‐reported knowledge, rather than actual skills, for several reasons: (1) a validated questionnaire in Spanish was not available at the time [28]; (2) funding was not available to develop and validate a questionnaire; (3) preliminary reports from local faculty indicated limited skills and training; and (4) although self‐assessment of competence has limitations [29,30], we felt it was a necessary first step to engage adults with the hope to promote self‐direct learning [31,32].…”

An Evidence-based Medicine Curriculum Implemented in Journal Club Improves Resident Performance on the Fresno Test

“…To measure the effectiveness of the revised journal club curriculum, the Fresno test, a validated instrument that measures EBM competency, was administered prior to the curriculum and at the conclusion of the first year (only two-thirds of the full 16-month curriculum had been completed at the time of this evaluation) (6). We used the instrument in its original form (designed for family medicine residents), although it has been subsequently modified and validated for other populations (21,22). Validation and tests characteristic of the instrument have been reported previously (6).…”