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Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program

Student perspectives on their final year clinical placements in biomedical sciences at Qatar University are assessed using the clinical practicum assessment tool (CPAT), which was developed in-house following accreditation body requirements. The tool, which we call the CPAT-Qatar University (CPAT-QU...

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Autores principales: Abunada, Taghreed, Abdallah, Atiyeh M., Singh, Rajvir, Abu-Madi, Marawan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9180805/
https://www.ncbi.nlm.nih.gov/pubmed/35682236
http://dx.doi.org/10.3390/ijerph19116651
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author Abunada, Taghreed
Abdallah, Atiyeh M.
Singh, Rajvir
Abu-Madi, Marawan
author_facet Abunada, Taghreed
Abdallah, Atiyeh M.
Singh, Rajvir
Abu-Madi, Marawan
author_sort Abunada, Taghreed
collection PubMed
description Student perspectives on their final year clinical placements in biomedical sciences at Qatar University are assessed using the clinical practicum assessment tool (CPAT), which was developed in-house following accreditation body requirements. The tool, which we call the CPAT-Qatar University (CPAT-QU), covers the three clinical practicum domains: practicum content, preceptors, and competencies. Here, we validate this tool. The CPAT-QU has 27 Likert-scale questions and free-text open questions. CPAT-QU readability was calculated using the Flesch–Kincaid Reading Ease (FKRE) instrument. Content validity was assessed using the average and universal average scale-level content validity indices (S-CVI/Average and S-CVI/UA). For construct validity, 50 employed graduates who had completed the practicum were consented for study participation, and the validity was calculated by a principal component analysis (PCA). Reliability was analyzed by Cronbach’s alpha. The S-CVI/Average and S-CVI/UA were 0.90 and 0.59, respectively, indicating that an adequate proportion of the content was relevant. The PCA extracted two core components, which explained 63% of the variance in the CPAT-QU. Cronbach’s alpha values for the items were within the acceptable range of 0.60–1.00, showing that internal consistency has a good level. CPAT-QU appears to be a useful tool for assessing student perspectives on their clinical placements; however, construct validity needs continuous improvement.
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spelling pubmed-91808052022-06-10 Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program Abunada, Taghreed Abdallah, Atiyeh M. Singh, Rajvir Abu-Madi, Marawan Int J Environ Res Public Health Article Student perspectives on their final year clinical placements in biomedical sciences at Qatar University are assessed using the clinical practicum assessment tool (CPAT), which was developed in-house following accreditation body requirements. The tool, which we call the CPAT-Qatar University (CPAT-QU), covers the three clinical practicum domains: practicum content, preceptors, and competencies. Here, we validate this tool. The CPAT-QU has 27 Likert-scale questions and free-text open questions. CPAT-QU readability was calculated using the Flesch–Kincaid Reading Ease (FKRE) instrument. Content validity was assessed using the average and universal average scale-level content validity indices (S-CVI/Average and S-CVI/UA). For construct validity, 50 employed graduates who had completed the practicum were consented for study participation, and the validity was calculated by a principal component analysis (PCA). Reliability was analyzed by Cronbach’s alpha. The S-CVI/Average and S-CVI/UA were 0.90 and 0.59, respectively, indicating that an adequate proportion of the content was relevant. The PCA extracted two core components, which explained 63% of the variance in the CPAT-QU. Cronbach’s alpha values for the items were within the acceptable range of 0.60–1.00, showing that internal consistency has a good level. CPAT-QU appears to be a useful tool for assessing student perspectives on their clinical placements; however, construct validity needs continuous improvement. MDPI 2022-05-30 /pmc/articles/PMC9180805/ /pubmed/35682236 http://dx.doi.org/10.3390/ijerph19116651 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Abunada, Taghreed
Abdallah, Atiyeh M.
Singh, Rajvir
Abu-Madi, Marawan
Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program
title Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program
title_full Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program
title_fullStr Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program
title_full_unstemmed Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program
title_short Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program
title_sort development and validation of a clinical practicum assessment tool for the naacls-accredited biomedical science program
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9180805/
https://www.ncbi.nlm.nih.gov/pubmed/35682236
http://dx.doi.org/10.3390/ijerph19116651
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