Sonographer Skill Teaching Practices Survey: Development and initial validation of a survey instrument

Abstract

Objective: To report on the initial content development of the sonographer skill teaching practices survey (SonoSTePs) tool to measure skill teaching perceptions. Method: The nine-step model by Sarantakos [Social Research, 3rd edn. London: Palgrave Macmillan; 2005. 1-464], was used to guide the initial development of the instrument, content domains, and the generated questions. The face and content validity of the instrument was established after progressing through two expert panel reviews (experts in the fields of education, statistics, and ultrasound) and two pilot tests. Results: Results of the pilot testing identified differing discriminant variability (variation ratios) between the use of a five-point and a seven-point Likert-type frequency scale. In particular, the pilot two (P2) 30-item instrument, using a frequency seven-point Likert-type scale, resulted in good variation ratios (0.68 across 24 items; SD=0.11), demonstrating discriminatory ability between individual participant's teaching practices. Conclusions: The content and face validity of the SonoSTePs instrument has been established using principles of questionnaire construction and development.

Continuing Development and Initial Validation of a Questionnaire to Measure Sonographer Skill-Teaching Perceptions in Clinical Practice

“…In 2012, we commenced development of the SonoSTePs instrument using published principles of survey design and construction [ 8 9 ] to measure the perceptions of sonographer skill-teaching practices. The discriminant ability of the instrument was improved by using a 7-point Likert-type rating scale [ 7 ].…”

“…A pretest was performed prior to dispersing the P3 survey. This was done to ensure the survey was operational with no access or progress issues [ 7 11 ]. The “dummy” responses were deleted from the data repository, to avoid contamination of the test–retest and P3 data.…”

“…Thus, the sonographer skill-teaching practices survey, labeled SonoSTePs, was developed to identify and measure the major skill-teaching practices and perceptions used by sonographers, who perform formal or informal clinical teaching and supervision roles. To date, the content and face validity of the SonoSTePs instrument has been established [ 7 ]. However, as identified from the literature review, the analytics of the theoretical principles and instructional behaviors required to teach a complex and multipart psychomotor skill have not been determined.…”

Push and pull factors impacting the pedagogical approaches used by sonographers to teach scanning skills

“…The SonoSTePs tool contained a mix of quantitative and qualitative questions, to ascertain teaching practices but also explanations of practices and factors that impact on teaching. 2,3 The aims of this research were to (i) determine the approaches being used by sonographers to teach scanning skills, (ii) identify what pedagogical approaches described in the motor-learning literature are being used by sonographers to teach scanning skills, and (iii) explore whether heuristic instructional approaches were being used to teach psychomotor scanning skills. This paper presents the qualitative data that explain factors that impact the teaching practices of sonographers and heuristic approaches uncovered.…”

Sonography education in the clinical setting: The educator and trainee perspective

“…[18][19][20][21] There is also a growing body of work within sonographer education focused on identifying the core skill set in sonography and developing and validating a survey on sonography skill teaching. [22][23][24][25] Despite the extensive insights provided by Nicholls et al, [22][23][24][25] much remains unknown about educator and trainee perspectives of sonography education in the clinical setting.…”