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Article: A validation study of public health knowledge, skills, social responsibility and applied learning

TitleA validation study of public health knowledge, skills, social responsibility and applied learning
Authors
Keywordsaspph undergraduate leaning outcomes model
public health
questionnaire development
undergraduate medical education
validity and reliability
Issue Date2018
PublisherInternational Journal of Medical Education (IJME). The Journal's web site is located at http://www.ijme.net
Citation
International Journal of Medical Education, 2018, v. 9, p. 175-181 How to Cite?
AbstractObjectives: To design and validate a questionnaire to measure medical students' Public Health (PH) knowledge, skills, social responsibility and applied learning as indicated in the four domains recommended by the Association of Schools & Programmes of Public Health (ASPPH). Methods: A cross-sectional study was conducted to develop an evaluation tool for PH undergraduate education through item generation, reduction, refinement and validation. The 74 preliminary items derived from the existing literature were reduced to 55 items based on expert panel review which included those with expertise in PH, psychometrics and medical education, as well as medical students. Psychometric properties of the preliminary questionnaire were assessed as follows: frequency of endorsement for item variance; principal component analysis (PCA) with varimax rotation for item reduction and factor estimation; Cronbach's Alpha, item-total correlation and test-retest validity for internal consistency and reliability. Results: PCA yielded five factors: PH Learning Experience (6 items); PH Risk Assessment and Communication (5 items); Future Use of Evidence in Practice (6 items); Recognition of PH as a Scientific Discipline (4 items); and PH Skills Development (3 items), explaining 72.05% variance. Internal consistency and reliability tests were satisfactory (Cronbach's Alpha ranged from 0.87 to 0.90; item-total correlation > 0.59). Lower paired test-retest correlations reflected instability in a social science environment. Conclusions: An evaluation tool for community-centred PH education has been developed and validated. The tool measures PH knowledge, skills, social responsibilities and applied learning as recommended by the internationally recognised Association of Schools & Programmes of Public Health (ASPPH).
Persistent Identifierhttp://hdl.handle.net/10722/256183
ISSN
2023 Impact Factor: 1.6
2023 SCImago Journal Rankings: 0.645
PubMed Central ID
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorVackova, D-
dc.contributor.authorChen, K-
dc.contributor.authorLui, NMJ-
dc.contributor.authorJohnston, JM-
dc.date.accessioned2018-07-20T06:30:34Z-
dc.date.available2018-07-20T06:30:34Z-
dc.date.issued2018-
dc.identifier.citationInternational Journal of Medical Education, 2018, v. 9, p. 175-181-
dc.identifier.issn2042-6372-
dc.identifier.urihttp://hdl.handle.net/10722/256183-
dc.description.abstractObjectives: To design and validate a questionnaire to measure medical students' Public Health (PH) knowledge, skills, social responsibility and applied learning as indicated in the four domains recommended by the Association of Schools & Programmes of Public Health (ASPPH). Methods: A cross-sectional study was conducted to develop an evaluation tool for PH undergraduate education through item generation, reduction, refinement and validation. The 74 preliminary items derived from the existing literature were reduced to 55 items based on expert panel review which included those with expertise in PH, psychometrics and medical education, as well as medical students. Psychometric properties of the preliminary questionnaire were assessed as follows: frequency of endorsement for item variance; principal component analysis (PCA) with varimax rotation for item reduction and factor estimation; Cronbach's Alpha, item-total correlation and test-retest validity for internal consistency and reliability. Results: PCA yielded five factors: PH Learning Experience (6 items); PH Risk Assessment and Communication (5 items); Future Use of Evidence in Practice (6 items); Recognition of PH as a Scientific Discipline (4 items); and PH Skills Development (3 items), explaining 72.05% variance. Internal consistency and reliability tests were satisfactory (Cronbach's Alpha ranged from 0.87 to 0.90; item-total correlation > 0.59). Lower paired test-retest correlations reflected instability in a social science environment. Conclusions: An evaluation tool for community-centred PH education has been developed and validated. The tool measures PH knowledge, skills, social responsibilities and applied learning as recommended by the internationally recognised Association of Schools & Programmes of Public Health (ASPPH).-
dc.languageeng-
dc.publisherInternational Journal of Medical Education (IJME). The Journal's web site is located at http://www.ijme.net-
dc.relation.ispartofInternational Journal of Medical Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectaspph undergraduate leaning outcomes model-
dc.subjectpublic health-
dc.subjectquestionnaire development-
dc.subjectundergraduate medical education-
dc.subjectvalidity and reliability-
dc.titleA validation study of public health knowledge, skills, social responsibility and applied learning-
dc.typeArticle-
dc.identifier.emailVackova, D: vackova@hku.hk-
dc.identifier.emailJohnston, JM: jjohnsto@hku.hk-
dc.identifier.authorityJohnston, JM=rp00375-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5116/ijme.5b1b.910d-
dc.identifier.pmid29936493-
dc.identifier.pmcidPMC6129162-
dc.identifier.scopuseid_2-s2.0-85057292375-
dc.identifier.hkuros286350-
dc.identifier.volume9-
dc.identifier.spage175-
dc.identifier.epage181-
dc.identifier.isiWOS:000437707500003-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl2042-6372-

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