摘要
目的 初步研究适用于中国医学院校教师对临床医学专业课程整合态度的测量工具。方法 利用文献法、专家访谈法，设计教师对临床医学专业课程整合态度调查问卷。运用因子分析法和Pearson相关系数评价结构效度：用内容效度指数I-CVI及S-CVI评价内容效度：用Cron—bachalpha系数、分半信度评价其信度。结果 因子分析提取3个主成分解释总变异的59．219％，旋转后因子1-3分别定义为对临床医学专业课程整合的价值认同、参与意向、情感倾向。3个因子和总问卷的Cronbach’sd系数分别为0．922、0．903、0．728和0．862。结论 该测量工具的信度、效度可接受，可以为国内的类似评价提供参考。
Objective A preliminary study was conducted on the measuring tool for teachers＇ attitude in the medical schools towards curriculum integration of medical program. Methods Literature review and expert interview were conducted to design a questionnaire which comprised 56 items to investigate teachers＇ attitude towards medical curriculum integration. The method of factor analysis and Pearson correlation coefficient were used to evaluate structure validity, the content validity index I-CVI and S-CVI were used to evaluate the content validity and Cronbaeh＇s alpha coefficient and split-half reliability were used to evaluate the reliability of the questionnaire. Results Three principal components were extracted by factor analysis, which explained 59.219% of the total variance. After rotation, the factors 1-3 were respectively defined as value recognition, participation initiative and emotional tendency. Cronbach＇s alpha coefficient of the three factors and all the items is 0.922, 0.903, 0.728 and 0.862 respectively. Conclusion The reliability and validity of the measurement tool is acceptable, and can be used as a reference for similar domestic survey
出处
《中华医学教育探索杂志》
2014年第12期1205-1208,共4页
Chinese Journal of Medical Education Research
关键词
教师
临床医学
课程整合
态度
测量工具
Teachers
Clinical medicine
Curriculum integration
Attitude
Measuring tool
