A. Pino Vázquez1, H. González García1, M.B. Coco Martín2, A. Mayo Iscar1, R. Cuadrado Asensio2, E. Urbaneja Rodríguez1, A. López Miguel2, C. Medina Pérez3, M.J. Maldonado López2, C. Villa Francisco1, M.J. Martínez Sopena1, F.J. Alvarez Guisasola1

1Faculty of Medicine/University of Valladolid (SPAIN)
2IOBA/University of Valladolid (SPAIN)
3IBIOMED/University of León (SPAIN)
Surveys are one of the main instruments used to assess satisfaction. They are an important element for the evaluation of the program and for the improvement of quality. They are designed to quantify and compare the data obtained and they based their information on the validity of verbal information of perceptions, feelings, attitudes or behaviors transmitted by the respondent. The development of a questionnaire is a complex process that involves checking their usefulness (validation) before its application. The greater difficulty of conducting surveys to students is to achieve a high completion rate.

To apply and validate a satisfaction questionnaire to medical students on the classical teaching prior to the implementation of a new program of educational innovation .

Material and Methods:
A questionnaire was developed to be completed an anonymously, using the Virtual Classroom UVA Campus as a tool. It was addressed by 148 students in 6th of Medicine, Faculty of Medicine, Valladolid, enrolled in the Course of Pediatrics. The questionnaire consists of 38 questions on seven aspects of the educational process or subscales : Group 1: the content of the course (3 questions), Group 2: planning and teaching methodology (7 questions), Group 3: the planning and development of clinical practice (9 questions), Group 4: the perception of training teachers in the transmission of knowledge (4 questions), Group 5: the degree of teachers´ training in engaging students in classes and practice (4 questions), Group 6: the evaluation form (8 questions) and Group 7: the perception of the outcomes of the teaching process (4 questions). The coding of responses was designed to be policotomic: poor, fair, good and very good. For the analysis of the results policotomic variables were transformed into decimal scale. The survey was administered on 2 occasions with an interval of 3 weeks.

The first survey was completed by 148 students and both surveys by 129 students (87.16%). The feasibility of the questionnaire was previously performed and evaluated by pilot study including 30 individuals. The results obtained for the groups described questions are: Grupo 1: Good 60%, Very good 10%, Grupo 2: Good 55%, Very good 10,2%, Grupo 3: Good 62,4%, Very good 28,3%, Grupo 4: Good 63,1%, Very good 15,3%, Grupo 5: Good 45,9%, Very good 8,5%, Grupo 6: Good 48,1%, Very good 14,9% and Grupo 7: Good 58,8%, Very good 16,8%.
Content validity was based on an initial literature search and the opinion of a group of experts. To assess the intraobserver reliability a test-retest standard deviations was performed to obtain the difference in the responses to the scale below 0.9 decimal points used in 95 % of the questions.

Any process of construction and validation of a questionnaire is complex and requires knowledge of the construct to be measured. To ensure that the questionnaire was properly designed to apply the same criteria of validity and reliability we require different tools. The completion of the survey as a condition of access to the implementation of new teaching methods, and the evaluation of the practical part of the course conditions is conditioned by a high degree of completion of the questionnaires, which can implement the same validation methodology, for later use.