Assessment of validity and reliability of the feedback quality instrument
Sahar Amirzadeh1, Davood Rasouli1, Helen Dargahi2
1Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Background:
The purpose was to investigate the psychometric features of the Feedback Quality Instrument (FQI) in medical students, emphasizing the instrument's utility for evaluating the quality of feedback provided in clinical contexts and the importance of performing so for medical trainees.
Methods And Material:
The Persian version of the FQI was evaluated for content validity through a focus group of medical education experts. The questionnaire's face, content, and construct validity were assessed using Confirmatory Factor Analysis, internal consistency, and inter-rater reliability. The questionnaire was revised and pilot-tested, with medical students' feedback in different clinical situations. The data was analyzed using AMOS26.
Results:
The content validity index equaled 0.88(> 0.79). The content validity ratio representing the proportion of participants who agreed on a selected item was 0.69(> 0.42). According to experts, item 25 is the only modified item, while items 23 and 24 are presented as one item. For reliability, Cronbach alpha was equaled to 0.98.
Conclusions:
The Persian version of the Feedback Quality Instrument (FQI) was valid, reliable, and fair in assessing feedback quality in medical students, providing valuable insights for other institutions. Establishing a basis for systematically analyzing how certain educator behaviors affect student outcomes is practical.
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