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2 "Principal Component Analysis"
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Research articles
Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States  
Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen
J Educ Eval Health Prof. 2017;14:15.   Published online June 29, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.15
  • 35,670 View
  • 331 Download
  • 4 Web of Science
  • 4 Crossref
AbstractAbstract PDF
Purpose
The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.
Methods
Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.
Results
Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.
Conclusion
Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

Citations

Citations to this article as recorded by  
  • Improving learning experience through implementing standardized team-based learning process in undergraduate medical education
    Rebecca Andrews-Dickert, Ranjini Nagaraj, Lilian Zhan, Laura Knittig, Yuan Zhao
    BMC Medical Education.2024;[Epub]     CrossRef
  • Escala de Aprendizaje Metarregulado (AMR) en estudiantes universitarios
    Marybel E. Mollo-Flores, Angel Deroncele-Acosta, Roger P. Norabuena-Figueroa, Klinge O. Villalba-Condori
    Campus Virtuales.2023; 12(2): 175.     CrossRef
  • Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study
    Ruth Vinall, Ashim Malhotra, Jose Puglisi
    Pharmacy.2021; 9(3): 148.     CrossRef
  • Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
    Jessica M. Craig, Brooke Nodeland, Roxanne Long, Emily Spivey
    Journal of Criminal Justice Education.2020; 31(3): 372.     CrossRef
Development of the Clinical Teaching Effectiveness Questionnaire in the United States  
Michelle E. Wormley, Wendy Romney, Anna E. Greer
J Educ Eval Health Prof. 2017;14:14.   Published online June 29, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.14
  • 33,670 View
  • 392 Download
  • 5 Web of Science
  • 8 Crossref
AbstractAbstract PDF
Purpose
The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.
Methods
The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.
Results
The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.
Conclusion
The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Citations

Citations to this article as recorded by  
  • Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors
    Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
    Journal of Physical Therapy Education.2023; 37(2): 108.     CrossRef
  • The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education
    Valentina Lucia La Rosa, Michał Ciebiera, Kornelia Zaręba, Enrique Reyes-Muñoz, Tais Marques Cerentini, Fabio Barra, Simone Garzon, Gaetano Riemma, Pasquale De Franciscis, Antonio Simone Laganà, Salvatore Giovanni Vitale
    Journal of Obstetrics and Gynaecology.2022; 42(5): 968.     CrossRef
  • Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study
    Katherine Myers, Catherine Bilyeu, Kyle Covington, Amanda Sharp
    Physical Therapy.2022;[Epub]     CrossRef
  • Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
    Sean Gallivan
    Journal of Physical Therapy Education.2022; 36(4): 283.     CrossRef
  • Psychometric Properties of Visual Indicators of Teaching and Learning Success “VITALS” Instrument for Evaluation of Clinical Teachers
    Nada Al-Yousuf, Salah Eldin Kassab, Hasan Alsetri, Hossam Hamdy
    Advances in Medical Education and Practice.2021; Volume 12: 905.     CrossRef
  • Attributes of Effective Clinical Teachers in Dental Hygiene Education
    Dayna E. Artim, Dianne Smallidge, Linda D. Boyd, Jessica N. August, Jared Vineyard
    Journal of Dental Education.2020; 84(3): 308.     CrossRef
  • A questionnaire survey of difficulties in clinical practice perceived by physical therapy students
    Masae Shinozaki, Takashi Fukaya, Yasutsugu Asakawa, Yukari Ohashi
    Journal of Physical Therapy Science.2020; 32(12): 856.     CrossRef
  • Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors
    Michelle E. Wormley, Wendy Romney, Kristin Schweizer, Beverly Fein, Vicki LaFay, Rebecca Martin, Anna E. Greer
    Journal of Physical Therapy Education.2018; 32(4): 344.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions
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