使用探索性因素分析重新设计居民评估工具
Carly Chappell1, Stephen Markowiak2, Gang Ren2
1Department of Surgery, University of Toledo College of Medicine and Life Sciences, Toledo, Ohio; Department of Surgery, ProMedica Toledo Hospital, Toledo, Ohio.
Journal of surgical education
|March 1, 2025
概括
使用教师投入和探索因素分析开发的简化居民评估工具,将30个问题减少到12个,同时保持业绩变化. 这个新工具提高了响应率,增加了教师的书面反.
科学领域:
- 外科教育的外科教育
- 医疗培训评估 医疗培训评估
- 教育中的数据分析.
背景情况:
- 居民培训计划面临的挑战是及时的教师反和评估工具效率.
- 现有的评估工具被认为是耗时和多余的教师.
研究的目的:
- 提高居民评估的及时性和效率.
- 通过利益相关者的投入和统计分析,开发一个简化评估工具.
主要方法:
- 教师和居民共同修改了"院校对居民的评估"工具.
- 在5年的评估数据上使用探索性因素分析 (EFA) 来识别相关问题.
- 创建了一个缩短的12个问题工具,使用统计测试 (斯皮尔曼的等级顺序相关性,t-test,ANOVA) 进行验证.
主要成果:
- 探索性因素分析将30个问题工具减少到12个问题,保持了96%的绩效变化.
- 确定了关键绩效领域:整体绩效,沟通,操作技能和基于系统的实践.
- 新工具导致了更频繁的书面反 (53.4% vs 40.8%) 和改善了调查响应率 (35%到76%在2个月).
结论:
- 一个12个问题的居民评估工具,来自教师输入和EFA,有效地捕捉居民的表现.
- 修订后的工具通过增加书面反和改善响应率来提高教师参与度.
- 在外科教育评估中应用EFA是一种优化培训评估的新方法.
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