Evaluation of large-group lectures in medicine – development of the SETMED-L (Student Evaluation of Teaching in MEDical Lectures) questionnaire

BMC Medical Education

Research Article

Katharina Dreiling¹  Tobias Raupach²  Sven Anders³  Tjark Müller⁴  Sarah Schiekirka-Schwake⁵  Nicole von Steinbüchel⁶  Herbert Poinstingl⁶  Diego Montano⁶ 

[1]Department of Cardiology and Pneumology, University Medical Centre Göttingen, Robert-Koch-Straße 40, D-37075, Göttingen, Germany

[2]Department of Cardiology and Pneumology, University Medical Centre Göttingen, Robert-Koch-Straße 40, D-37075, Göttingen, Germany

[3]Division of Medical Education Research and Curriculum Development, Göttingen University Medical Centre, Robert-Koch-Straße 40, D-37075, Göttingen, Germany

[4]Department of Legal Medicine, University Medical Centre Hamburg-Eppendorf, Butenfeld 34, D-22529, Hamburg, Germany

[5]Department of Legal Medicine, University Medical Centre Hamburg-Eppendorf, Butenfeld 34, D-22529, Hamburg, Germany

[6]Institute of Medical Psychology and Medical Sociology, Georg-August-University Göttingen, Waldweg 37, D-37075, Göttingen, Germany

[7]Division of Medical Education Research and Curriculum Development, Göttingen University Medical Centre, Robert-Koch-Straße 40, D-37075, Göttingen, Germany

[8]Institute of Medical Psychology and Medical Sociology, Georg-August-University Göttingen, Waldweg 37, D-37075, Göttingen, Germany

关键词: Evaluation;    Lecture;    Medical education;    Psychometrics;    Questionnaire;    SETMED-L;   

DOI  :  10.1186/s12909-017-0970-8

 received in 2017-01-03, accepted in 2017-07-28,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundThe seven categories of the Stanford Faculty Development Program (SFDP) represent a framework for planning and assessing medical teaching. Nevertheless, so far there is no specific evaluation tool for large-group lectures that is based on these categories. This paper reports the development and psychometric validation of a short German evaluation tool for large-group lectures in medical education (SETMED-L: ‘Student Evaluation of Teaching in MEDical Lectures’) based on the SFDP-categories.MethodsData were collected at two German medical schools. In Study 1, a full information factor analysis of the new 14-item questionnaire was performed. In Study 2, following cognitive debriefings and adjustments, a confirmatory factor analysis was performed. The model was tested for invariance across medical schools and student gender. Convergent validity was assessed by comparison with results of the FEVOR questionnaire.ResultsStudy 1 (n = 922) yielded a three-factor solution with one major (10 items) and two minor factors (2 items each). In Study 2 (n = 2740), this factor structure was confirmed. Scale reliability ranged between α = 0.71 and α = 0.88. Measurement invariance was given across student gender but not across medical schools. Convergent validity in the subsample tested (n = 246) yielded acceptable results.ConclusionThe SETMED-L showed satisfactory to very good psychometric characteristics. The main advantages are its short yet comprehensive form, the integration of SFDP-categories and its focus on medical education.

【 授权许可】

CC BY   
© The Author(s). 2017