Construction and empirical study of a quality assessment tool for teaching plans designed for clinical scenario-based simulation
10.3760/cma.j.cn116021-20250110-02081
- VernacularTitle:临床情境模拟教案质量评价工具的构建及实证研究
- Author:
Jiayu WANG
1
;
Lingling XU
;
Ting SHI
;
Yizhe HAN
Author Information
1. 上海交通大学医学院附属瑞金医院医学教育处，上海 200025
- Publication Type:Journal Article
- Keywords:
Assessment tool;
Clinical scenario-based simulation;
Teaching plan;
Teaching design
- From:
Chinese Journal of Medical Education Research
2025;24(7):872-877
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To construct a quality assessment tool for teaching plans designed for clinical scenario-based simulation, test its reliability and validity, and provide an effective tool for accurately and objectively evaluating the simulation instructors' capabilities in clinical scenario-based simulation teaching designs and the quality of teaching plans.Methods:Through literature review and two rounds of expert consultation using the Delphi method, an initial draft of the assessment tool was formed. Subsequently, an empirical study was conducted with 85 clinical scenario-based simulation teaching plans collected nationwide to test the reliability and validity of the assessment tool.Results:The quality assessment tool for teaching plans designed for clinical scenario-based simulation consists of 5 primary items and 17 secondary items. The Cronbach's α coefficient of the scale was 0.872. The inter-rater reliability, measured by the intraclass correlation coefficient, was 0.838. The scale level content validity index was 0.949. The results of confirmatory factor analysis showed χ2/d f of 2.385, a root mean square error of approximation of 0.090, and a comparative fit index of 0.861, indicating an acceptable model fit. Conclusions:The quality assessment tool for teaching plans designed for clinical scenario-based simulation demonstrates high reliability and validity and can be used as a tool for evaluating the simulation instructors' capabilities in clinical scenario-based simulation teaching designs and the quality of teaching plans.
