Abstract:

Introduction:
The questionnaire is an instrument used for the collection of information, designed to quantify and compare the information. Surveys are one of the instruments used to asses satisfaction and are an important component of the program evaluation and improvement of the teaching quality. They rely their information on the validity of verbal information of perceptions, feelings, attitudes or behaviors manifested by the interviewer. The process of designing a questionnaire is complex and involves checking its usefulness (validation) before its application. The main difficulty of conducting surveys to students is to achieve a high completion rate.
The aim of this study is to validate a questionnaire on the degree of satisfaction of students in 6th Grade at the Medicine school, comparing traditional teaching in Pediatrics, prior to the implementation of a new educational innovation program (rotary structured clinical practice, with contents in a virtual classroom simulation and evaluation of skills by OSCE) in the practical part of the course.

Material and Methods:
We designed an anonymous questionnaire to be completed through Virtual Classroom UVA Campus, It was addressed to the 147 students in 6th Grade of Medicine, Faculty of Medicine, Valladolid, enrolled in the Course Pediatrics. Students completed the same survey twice: first after completing the traditional course of Pediatrics, second within one month gap. The questionnaire consists of 38 questions on seven aspects of the educational process or subscales: the contents of the subject (4), planning and teaching methodology (6), the planning and development of clinical practice (9), the perception of the teacher training in the transmission of knowledge (4) the level of training of teachers in engaging students in classes and practice (4), the evaluation form (8) and the perception of the outcome of the teaching process (3). The coding of responses was designed to be polytomous: poor, fair, good and very good. For the analysis of results polytomous variables were transformed into a decimal scale.

Results:
129 students completed the first survey and 124 students (84.35%) both surveys. The questionnaire feasibility was previously evaluated by pilot study including thirty individuals. Validity content was based on expert opinions reports and a review of the literature. The reliability was performed with intraobserver test-retest standard deviations obtained by the difference in the responses to the scale below 0.9 decimal points used in 95% of the questions.

Conclusions:
The completion of the survey through the Virtual Classroom as a condition to access to the final evaluation of the new teaching method and evaluation allows the validation of the applied methodology and its subsequent use. The process of construction and validation of a questionnaire is complex and requires expertise on each area to be measured.

Keywords:

Satisfaction questionnaire, validation, virtual classroom.