Cultural adaptation and validation of a scale to evaluate quality indicators in medical education: The Internal Coherence Scale
Abstract
Background: Although information on student performance is available, data on research-based practices and organizational processes that educational leaders can establish to encourage improvement in their schools is more limited. This study presents the process of cultural adaptation and validation of a scale for these purposes: the Internal Coherence Scale (ECI), for its application in the Spanish context of Medical Education. Methods: The cultural adaptation included: direct translations and back-translations, arriving at a pre-final questionnaire that underwent a Pre-test. Validation included an analysis of agreement (inter-observer reliability). 17 professors of different subjects from a Faculty of Medicine participated. Results: The obtained questionnaire kept the original 58 items distributed in 11 factors. It was considered to nominate as "Factor" a section with a single question (factor 8). After the pre-test, 7 additional modifications were made to the questions and a glossary of terms was offered. In the concordance analysis, in only 8 questions (15.3% of the total) the responses of the respondents were different from one assessment to another. Factor 10 (“Team Processes”) had the most significantly different questions (3). Conclusions: The new version obtained from the ECI is adapted for use in the field of Spanish medical education, presenting very good concordance rates
Downloads
Metrics
References
Davis, M. H., Karunathilake, I., Harden, R. M. AMEE Education Guide no. 28: The development and role of departments of medical education. Medical teacher, 2005;27(8), 665-675.
Harden RM, Grant J, Buckley G, Hart IR. BEME Guide No. 1: Best Evidence Medical Education. Med Teach. 1999;21(6):553-62. doi: 10.1080/01421599978960. PMID: 21281174.
Elmore RF. The internal coherence assessment protocol and development framework: Building the organizational capacity for instructional improvements in schools. San Francisco (CA): Strategic Education Research Partnership, 2014.
Forman ML, Stosich EL, Bocala C. The Internal Coherence Framework. Creating the conditions for continuous improvement in schools. Cambridge (Mas): Harvard Education Press, 2018.
Stosich EL. Measuring School Capacity for Improvement: Piloting the Internal Coherence Survey. In A. Bowers, B. Barnett, & A. Shoho (Eds.), Using Data in Schools to Inform Leadership and Decision Making. Charlotte, NC: Information Age Publishing, 2014.
Castillo Blanco, L., Brown, M., Simeonova, R., Ovadias, S., Guerrero Castro, I., Parvanova, Y., Gardezi, S., Sanz Miguel, A., Martín Martín, A., Reyes Pastor, P.A. y Terán Mostazo, V. (2020) Kit de herramientas para la autoevaluación y mejora de centros educativos (Laura del Castillo Blanco y Pedro Antonio Reyes Pastor, trads.). DOI: 10.5281/zenodo.4091736 https://ss21dtip.educarex.es/wp-content/uploads/2020/10/KITHerramientas_SS21DTIP_Espa%C3%B1ol1.pdf
van Zanten M. Accreditation and Recognition of Medical Schools. The European Consortium for Accreditation in Higher Education, 2014 https://ecahe.eu/accreditation-and-recognition-of-medical-schools/
WHO-WFME Task Force on Accreditation: Accreditation of Medical Education Institutions. Report of a technical meeting. Copenhagen, Denmark: October 2004. https://www.who.int/hrh/documents/WFME_report.pdf
Beaton DE, Bombardier C, Guillemin F, Bosi-Ferraz M. Guidelines for the process of cross-cultural adaptation of self-reports measures. Spine 2000;25:3186-3191
Carvajal A, Centeno C, Watson R, Martínez M, Rubiales AS. How is an instrument for measuring health to be validated? An Sist Sanit Navar 2011;34:63-72
Guillemin F. Cross-cultural adaptation and validation of health status measures. Scand J Rheumatol 1995;24:61-63
Messick, S. Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 1995;50(9): 741-749. doi: 10.1037/0003-066X.50.9.741
Anderson, S., Leithwood, K., & Strauss, T. Leading data use in schools: conditions and practices at the school and district levels. Leadership and Policy in Schools, 2010;9(3): 292-327
Halverson, R. R. School formative feedback systems. Peabody Journal of Education, 2010;85: 130-146
Copyright (c) 2022 Servicio de Publicaciones de la Universidad de Murcia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The works published in this magazine are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) preserves the economic rights (copyright) of the published works and favors and allows them to be reused under the use license indicated in point 2.
2. The works are published under a Creative Commons Attribution-NonCommercial-NoDerivative 4.0 license.
3. Self-archiving conditions. Authors are allowed and encouraged to disseminate electronically the pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version evaluated and accepted for publication) of their works before publication , since it favors its circulation and earlier diffusion and with it a possible increase in its citation and reach among the academic community.
