Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran

Parvizi, Mohammad Mahdi; Amini, Mitra; Dehghani, Mohammad Reza; Jafari, Peyman; Parvizi, Zahra

doi:10.2147/amep.s112861

Cited by 10 publications

(10 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, students' academic progress, mental growth, and physical well-being are influenced by the educational and clinical environment of the institutes (12). It is of real concern that the total mean score of the current study found to be quite low from other overseas studies (29,30). Students assessed the educational environment at UPNM as negative, and there are many scopes for improvements across all three domains and eight sub-domains.…”

Section: Discussionmentioning

confidence: 61%

Evaluation of Out-Patient Care Educational Environment of National Defence University, Malaysia utilizing the ACLEEM Inventory

Haque¹,

Othman²,

Lutfi³

et al. 2018

J Basic Clin Health Sci

View full text Add to dashboard Cite

Purpose: A friendly educational environment is required for optimal learning, and students should be asked to provide feedback on their experiences to improve curriculum. Moreover, students' academic progress, mental growth, and physical well-being are influenced by the educational and clinical environment of the institute. Essential constituents of the educational climate include atmosphere, number of proper teaching-learning sessions and available amenities. Primary health care and ambulatory settings allow students ample opportunities to interact with patients and observe health promotional activities more often practiced at the community levels. The study aims to evaluate the outpatient care educational environment of National Defense University of Malaysia by seeking feedback from medical students using Ambulatory Care Educational Environment Measure (ACLEEM) instrument. Methods: This was a cross-sectional study. The study participants were medical students of the earlier mentioned university. The universal sampling method was adopted. The ACLEEM validated instrument was utilized for the data collection. The instrument was developed on the basis of 5-point Likert Scale (Minimum: 0, and Maximum: 4). Results: The response rate 100%. Most respondents were male, Malay and Muslim. The total mean score was 1.0±0.4. The domain mean scores for clinical teaching, clinical training, and support were 0.8±0.4, 1.1±0.4, and 1.1±0.5, respectively. Conclusions: The ACLEEM questionnaire was found to be valid and reliable for local UPNM, Malaysian context. However, the overall ACLEEM scores reported for the present study is low, and some areas that could be improved. The UPNM authority should take appropriate measures to improve the educational environment to enhance the academic experiences of the medical students.

show abstract

Section: Discussionmentioning

confidence: 61%

Evaluation of Out-Patient Care Educational Environment of National Defence University, Malaysia utilizing the ACLEEM Inventory

Haque¹,

Othman²,

Lutfi³

et al. 2018

J Basic Clin Health Sci

View full text Add to dashboard Cite

show abstract

“…Parvizi et al studied the validity and reliability of the Persian version of the ACLEEM questionnaire and showed that it was a multidimensional, valid, and reliable instrument for assessing the environment of outpatient clinics of medical residents [11].…”

Section: Discussionmentioning

confidence: 99%

“…Other clinical education assessment tools articles introduced valid and reliable instruments in this field [6][7][8][9][10][11][12][13].…”

Section: Discussionmentioning

confidence: 99%

“…This questionnaire addresses three areas of teaching and learning, teaching skills, and learner orientation. Questions 5,7,9,11,12,13, and 14 were related to the field of teaching and learning, questions 1, 6, and 8 were related to the field of teaching skills and questions 2, 3, 4, 10, and 15 were related to the learner-centered field. The score of each of these fields comes from the sum of questions related to the same field.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Validity and reliability of the Persian version of WATCH questionnaire in assessing the clinical learning environment

Nejatdarabi¹,

Amini²,

Yarahmadi³

et al. 2018

biomedicalresearch

Self Cite

View full text Add to dashboard Cite

Introduction: In order to attain effective clinical education, it is necessary to assess the current training status continuously. Considering the necessity of evaluating the status of clinical education based on a valid and reliable questionnaire, this study was conducted to assess the validity and reliability of the Persian version of WATCH questionnaire in Shiraz Medical School. Methods: This was a descriptive, analytical, cross-sectional study conducted on medical students in Shiraz Medical School, southern Iran to assess the validity and reliability of the WATCH questionnaire. The WATCH questionnaire included 15 questions. This questionnaire addresses three areas of teaching and learning, teaching skills, and learner orientation. Initially, the English version was translated into Persian. This translation was then back translated by an interpreter into English and compared to the original English version. Cronbach's alpha method was used to examine the internal consistency. Then, to evaluate the validity, content validity and construct validity were measured. Content validity was determined by medical education experts and construct validity was measured using confirmatory and exploratory factor analysis. Results: The reliability in teaching skills was 0.97, in teaching and learning was 0.91, and in the learner centered domain was 0.86. By examining the convergence validity of the dimensions of the questionnaire, we observed that all three dimensions of the questionnaire had acceptable convergence validity. In other words, this questionnaire has a coherent validity. Conclusion:The results of the present study showed that the Persian version of the WATCH questionnaire was a highly reliable and valid instrument for assessing the clinical environment for trainees and medical students. This questionnaire evaluates clinical education from different angles well.

show abstract

“…Evaluation is the important factor in the performing and improving of educational programs. 9 Teachers, students, and health care systems, along with patients, can be supposed to gain from improvement of clinical teaching. So, the aim of this study was to assess the validity and the reliability of the questionnaire derived from the clinical teaching standards booklet of Iran’s Ministry of Health to evaluate clinical teaching in outpatient settings.…”

Section: Introductionmentioning

confidence: 99%

<p>Psychometric Properties of the Persian Questionnaire for Evaluation of Clinical Teaching at Outpatient Settings</p>

Binazir

Barzegar

Heidari

2020

AMEP

View full text Add to dashboard Cite

Purpose: To assess the validity and reliability of the Persian Outpatient Clinical Teaching Evaluation (OCTE) questionnaire, in order to evaluate clinical teaching for undergraduate medical students. Methods: This was a methodological study conducted in Tabriz University of Medical Sciences in 2018. To assess the validity of the questionnaire, ten academic staff who had received master's degrees in medical education were chosen by convenience sampling. The first draft of the Persian questionnaire was derived from the Ministry of Health's clinical teaching standards booklet. The questionnaire consisted of just 15 obligatory items in the first draft of the questionnaire. Subsequently, the questionnaire was modified to be used in teaching outpatient clinics. Content validity indices were calculated. Subsequently, the modified questionnaires were given to 92 academic staff in Imam-Reza Hospital's outpatient clinics. We applied principle component analysis (PCA) and Varimax rotation for exploratory factor analysis (EFA). In order to confirm the EFA, confirmatory factor analysis (CFA) was used. Cronbach's alpha method, the intra-class correlation coefficient (ICC) and test-retest reliability were used to assess the reliability. Results: The overall content validity ratio (CVR), content validity index (CVI), and impact score (IS) were 0.78, 0.79, and 3.26, respectively. Out of 92 academic staff, 85 participated. The Keizer-Meyer-Olkin (KMO) measure of sampling adequacy for data was 0.726 (p-value=0.0001). After the EFA, the 10-item questionnaire loaded on three factors. The internal consistency of the questionnaire was established by Cronbach's alpha of 0.89 and the ICC was 0.94. Furthermore, there was a strong correlation with a 2-week retest interval. Conclusion: The study demonstrated that the Persian clinical teaching questionnaire had optimal psychometric properties. Thus, application of this questionnaire at outpatient settings can be helpful.

show abstract

Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran

Cited by 10 publications

References 23 publications

Evaluation of Out-Patient Care Educational Environment of National Defence University, Malaysia utilizing the ACLEEM Inventory

Evaluation of Out-Patient Care Educational Environment of National Defence University, Malaysia utilizing the ACLEEM Inventory

Validity and reliability of the Persian version of WATCH questionnaire in assessing the clinical learning environment

<p>Psychometric Properties of the Persian Questionnaire for Evaluation of Clinical Teaching at Outpatient Settings</p>

Contact Info

Product

Resources

About