Validating an assessment tool

13-Oct-2019 07:45 by 4 Comments

Validating an assessment tool

Eight community health centers in Guangdong province have been selected to participate in the survey. A total of 1465 effective samples were included for data analysis.

A cross-sectional survey was conducted to assess the validity and reliability of the Chinese Rapid Primary Care Assessment Tool (CR-PCAT).

Standardized patient (SP) encounters are used to teach and assess various professional skills.

Although well established in medical education, the validity of assessing student performance during SP encounters has not been adequately addressed in physical therapist education.

The principal component analysis extracted five multiple-item scales (first contact utilization, first contact accessibility, ongoing care, comprehensiveness, and coordination).

The tests of scaling assumptions were basically met. The standard psychometric evaluation indicates that the scales have achieved relatively good reliability and validity.

Results: Interrater reliability for the Structured Assessment of Robotic Microsurgical Skills instrument was excellent for each skill area, demonstrated by Cronbach alpha scores greater than 0.9 in each category across evaluators.

All skill areas improved significantly for all participants, and operative time decreased for all participants over the course of the study.Johns Hopkins Bloomberg School of Public Health, Johns Hopkins Primary Care Policy Center, 624 North Broadway, Baltimore, MD 21205, USAReceived 5 October 2015; Accepted 22 December 2015Academic Editor: Alberto Raggi Copyright © 2016 Jie Mei et al.This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. With Chinese health care reform increasingly emphasizing the importance of primary care, the need for a tool to evaluate primary care performance and service delivery is clear..90 for both relevance and clarity; item CVI ranged from .67 to 1.0 for relevance and .5 to 1.0 for clarity.Analysis of each item with low scores, along with experts' and parents' feedback, resulted in refinement of the items, scoring options, and directions. Readability after refinements was acceptable at less than a 5th-grade level.Ninety-six percent (22/23) of the SP assessment criteria reached statistically significant levels of agreement, with matching statements from at least one of the professional documents.

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