The Science Journal of the American Association for Respiratory Care

2011 OPEN FORUM Abstracts


Ghazi Alotaibi, Adel Youssef, Amal Alamer, Bashair Alfozan, Esraa Makhdom; Respiratory Care, University of Dammam, Dammam, Saudi Arabia

Background: Educational Environment is defined as the climate of the institution as experienced by students that has direct or indirect influence on the learning process. A positive and supportive environment is an essential requirement for successful learning. Students who perceived their learning environment as positive are more likely to develop effective learning strategies, and adopt deep learning approach. Currently, there is no validated instrument dedicated to measure educational environment of Respiratory Care (RC) Educational programs. Therefore, we conducted this research project to develop and validate an assessment tool to measure educational environment of RC educational programs. Methods: Potential items of the instrument relevant to RC educational environment construct were generated by the research group based on a comprehensive literature review and assessment for content validity by multiple focus groups of RC educationalists. The resulting items were pretested on 20 RC interns for face validity and readability. The resultant seventy one- 5 points items Likert scale instrument was then field tested on 212 students from the three RC programs in Saudi Arabia, and was subjected to principle factor analysis (PFA) with varimax rotation. Prior to PFA, factorability of the items were assessed by inspecting the item correlation matrix, Kaiser-Meyer-Olkin, and Bartlett's test of Sphericity. The five domains were also confirmed by Horn's parallel analysis (HPA). Items with factor loading < 0.35 were deleted. Cronbach's alpha was used to assess internal consistency reliabilities. Results: An initial pool of 105 items was generated. Item reduction and PFA resulted in total of 60 items with five domains (Eigenvalues >/=1.8) explaining 60% of the total variance, namely perception of: clinical training, teaching and learning, program management, laboratory teaching, and RC profession. Kaiser-Meyer-Olkin was 0.8 and Bartlett's Test of Sphericity was significant (p < 0.05). Results of HPA confirmed the 5 domains. The reliability estimates was satisfactory, item-internal consistency was over 0.35 and Cronbach'alpha ranged from 0.58 to 0.88. Conclusions: This instrument is the first assessment tool developed to measure RC educational environment. Psychometric evaluation of the instrument indicates adequate validly and reliability. UDREEM instrument can be used as part of quality assurance process of RC academic programs.
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