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Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese
Shiquan He1, Jiayi Guan1, Can Xiong1
1Nursing and Health School, Zhengzhou University, Zhengzhou, Henan Province, PR China.
Aim:
To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines.
Background:
Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China.
Design:
A cross-sectional, methodological study.
Methods:
The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity.
Results:
A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach's α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL.
Conclusion:
The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education.
