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Article: The development and validation of a knowledge, attitude and behaviour questionnaire to assess undergraduate evidence-based practice teaching and learning

TitleThe development and validation of a knowledge, attitude and behaviour questionnaire to assess undergraduate evidence-based practice teaching and learning
Authors
Issue Date2003
PublisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0308-0110
Citation
Medical Education, 2003, v. 37 n. 11, p. 992-1000 How to Cite?
AbstractObjectives: Most evidence-based practice (EBP) educational assessment tools evaluated to date have focused on specific knowledge components or technical skills. Other important potential barriers to the adoption of EBP, such as attitudinal, perceptual and behavioural factors, have yet to be studied, especially in the undergraduate setting. Therefore, we developed and validated a knowledge, attitude and behaviour questionnaire designed to evaluate EBP teaching and learning in an undergraduate medical curriculum. Methods: We derived the questionnaire from a comprehensive literature review, informed by international and local experts and a Year 5 student focus group. We determined its factor structure and refined and validated the questionnaire according to the responses of a cohort of Year 5 and a combined group of Years 2 and 3 students using principal components factor analysis with varimax rotation. Factor reliability was computed using Cronbach's alpha coefficient. We assessed construct validity by correlating the factors with other measures of EBP activity and examined responsiveness through paired t-test of the pre/post factor mean scores. Results: A 43-item questionnaire was developed. Four factors were identified from both student groups. The overall questionnaire as well as each factor had high construct validity (Cronbach's alpha > 0.7 for each scale). No significant correlations were found between the 4 factors, confirming their orthogonality. Positive correlations, however, resulted between factor mean scores and other EBP activities. The responsiveness of the questionnaire was satisfactory. Conclusion: A reliable knowledge, attitude and behaviour measure of EBP teaching and learning appropriate for undergraduate medical education has been developed and validated.
Persistent Identifierhttp://hdl.handle.net/10722/86833
ISSN
2015 Impact Factor: 3.369
2015 SCImago Journal Rankings: 1.913
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorJohnston, JMen_HK
dc.contributor.authorLeung, GMen_HK
dc.contributor.authorFielding, Ren_HK
dc.contributor.authorTin, KYKen_HK
dc.contributor.authorHo, LMen_HK
dc.date.accessioned2010-09-06T09:21:53Z-
dc.date.available2010-09-06T09:21:53Z-
dc.date.issued2003en_HK
dc.identifier.citationMedical Education, 2003, v. 37 n. 11, p. 992-1000en_HK
dc.identifier.issn0308-0110en_HK
dc.identifier.urihttp://hdl.handle.net/10722/86833-
dc.description.abstractObjectives: Most evidence-based practice (EBP) educational assessment tools evaluated to date have focused on specific knowledge components or technical skills. Other important potential barriers to the adoption of EBP, such as attitudinal, perceptual and behavioural factors, have yet to be studied, especially in the undergraduate setting. Therefore, we developed and validated a knowledge, attitude and behaviour questionnaire designed to evaluate EBP teaching and learning in an undergraduate medical curriculum. Methods: We derived the questionnaire from a comprehensive literature review, informed by international and local experts and a Year 5 student focus group. We determined its factor structure and refined and validated the questionnaire according to the responses of a cohort of Year 5 and a combined group of Years 2 and 3 students using principal components factor analysis with varimax rotation. Factor reliability was computed using Cronbach's alpha coefficient. We assessed construct validity by correlating the factors with other measures of EBP activity and examined responsiveness through paired t-test of the pre/post factor mean scores. Results: A 43-item questionnaire was developed. Four factors were identified from both student groups. The overall questionnaire as well as each factor had high construct validity (Cronbach's alpha > 0.7 for each scale). No significant correlations were found between the 4 factors, confirming their orthogonality. Positive correlations, however, resulted between factor mean scores and other EBP activities. The responsiveness of the questionnaire was satisfactory. Conclusion: A reliable knowledge, attitude and behaviour measure of EBP teaching and learning appropriate for undergraduate medical education has been developed and validated.en_HK
dc.languageengen_HK
dc.publisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0308-0110en_HK
dc.relation.ispartofMedical Educationen_HK
dc.rightsMedical Education. Copyright © Blackwell Publishing Ltd.en_HK
dc.subject.meshAdulten_HK
dc.subject.meshCurriculumen_HK
dc.subject.meshEducation, Medical, Undergraduate - methodsen_HK
dc.subject.meshEducational Measurementen_HK
dc.subject.meshEvidence-Based Medicine - educationen_HK
dc.subject.meshFemaleen_HK
dc.subject.meshHealth Knowledge, Attitudes, Practiceen_HK
dc.subject.meshHong Kongen_HK
dc.subject.meshHumansen_HK
dc.subject.meshMaleen_HK
dc.subject.meshQuestionnairesen_HK
dc.subject.meshReproducibility of Resultsen_HK
dc.titleThe development and validation of a knowledge, attitude and behaviour questionnaire to assess undergraduate evidence-based practice teaching and learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0308-0110&volume=37&spage=992&epage=1000&date=2003&atitle=The+development+and+validation+of+a+knowledge,+attitude+and+behaviour+questionnaire+to+assess+undergraduate+evidence-based+practice+teaching+and+learningen_HK
dc.identifier.emailJohnston, JM:jjohnsto@hku.hken_HK
dc.identifier.emailLeung, GM:gmleung@hku.hken_HK
dc.identifier.emailFielding, R:fielding@hku.hken_HK
dc.identifier.emailTin, KYK:tinyiuke@hku.hken_HK
dc.identifier.emailHo, LM:lmho@hkucc.hku.hken_HK
dc.identifier.authorityJohnston, JM=rp00375en_HK
dc.identifier.authorityLeung, GM=rp00460en_HK
dc.identifier.authorityFielding, R=rp00339en_HK
dc.identifier.authorityTin, KYK=rp00494en_HK
dc.identifier.authorityHo, LM=rp00360en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1046/j.1365-2923.2003.01678.xen_HK
dc.identifier.pmid14629412-
dc.identifier.scopuseid_2-s2.0-0242550971en_HK
dc.identifier.hkuros85176en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0242550971&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume37en_HK
dc.identifier.issue11en_HK
dc.identifier.spage992en_HK
dc.identifier.epage1000en_HK
dc.identifier.isiWOS:000186119700011-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridJohnston, JM=7403397964en_HK
dc.identifier.scopusauthoridLeung, GM=7007159841en_HK
dc.identifier.scopusauthoridFielding, R=7102200484en_HK
dc.identifier.scopusauthoridTin, KYK=7003796897en_HK
dc.identifier.scopusauthoridHo, LM=7402955625en_HK
dc.identifier.citeulike804273-

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