Making innovation in teaching measurable : Psychometric validation of the "Radio-Prak": a questionnaire using the example of a clinical practical seminar in interventional radiology

• Published in: Radiologe 2020-04, Vol.60 (4), p.342-350
• Main Authors: Bartels, J, Backhaus, J, Kickuth, R, Fluck, F, König, S, Augustin, A
• Format: Article
• Language: ger
• ISSN: 1432-2102
• DOI: 10.1007/s00117-019-00631-y

As part of the reform of medical education with a stronger focus on clinical-practical skills, a restructured seminar on interventional radiology was evaluated using a newly developed questionnaire. Because knowledge in medical education is increasingly transferred by means of application-based teaching formats, a suitable evaluation tool is essential to assess the quality of newly implemented teaching courses. The aim of this study was to evaluate the seminar on interventional radiology and to validate the "Radio-Prak" questionnaire psychometrically in the process. In the summer semester of 2018, 123 students participating in the newly established seminar were asked to document their satisfaction using the "Radio-Prak" questionnaire with 23 items employing a 5-point Likert scale. We evaluated the questionnaire psychometrically by performing exploratory factor (EFA) and reliability analysis and examined differential validity by group differences. The newly structured seminar on interventional radiology was met with great approval by students (mean global rating = 1.31, on a grading scale where 1 = very good, 5 = insufficient). EFA revealed that the questionnaire consisted of two main factors "didactic quality" and "practical quality" (five items each, α = 0.68). The seminar was rated more positively when students perceived the time for practice as sufficient (p