在专业间教育研究中,项目响应理论用于前后设计
Matthew J Kerry1, Jan J Reinders2,3,4, Wim P Krijnen3,5
1Institute of Health Sciences, Zurich University of Applied Sciences (ZHAW), Winterthur, Switzerland.
Journal of interprofessional care
|September 10, 2024
概括
项目响应理论 (IRT) 有效地使用前后设计来衡量跨专业教育 (IPE) 的变化. 这种先进的统计方法比分析IPE研究数据的传统方法具有优势.
科学领域:
- 医疗保健 职业 教育 研究 研究 研究
- 教育测量教育的测量
- 心理测量 心理测量 心理测量
背景情况:
- 项目响应理论 (IRT) 建议用于跨专业教育 (IPE) 研究,但其应用有限.
- 关于IRT对非横截面数据的适用性的误解可能会阻碍其采用.
- 本研究解决了需要在纵向IPE研究设计中证明IRT的实用性的问题.
研究的目的:
- 展示项目响应理论 (IRT) 在专业间教育 (IPE) 研究中的前后研究设计中的有效应用.
- 评估IRT模型的性能,以分析跨专业身份的变化.
- 将IRT与检测IPE变化的传统统计方法进行比较.
主要方法:
- 在146名混合健康科学学生中,采用了为期两周的前后调查设计.
- 扩展职业身份量表 (EPIS) 被用来衡量跨职业身份.
- 应用物件响应理论 (IRT) 建模来分析干预前和后的数据.
主要成果:
- 扩展专业身份量表 (EPIS) 显示干预后显著增加 (标准化平均差异 = .74,p < .05).
- 之前和之后的IRT模型产生了可接受的测试-重新测试可靠性估计值为0.60.
- IRT和对对 t 试验分析产生了可比的效果大小估计 (Cohen 的 d = .56 和 .54).
结论:
- 项目响应理论 (IRT) 是一种灵活且有价值的工具,用于分析跨专业教育 (IPE) 研究中的前后数据.
- IRT提供了IPE结构变化的准确测量,并提供了比经典测试理论的优势,特别是在基线差异方面.
- 这项研究验证了IRT用于评估IPE干预效应的使用,鼓励更广泛地采用这种心理测量方法.
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