QUALITY GUARANTEE OF THE EDUCATIONAL PROCESS
E. Urbaneja Rodríguez1
, M.A. Pino Vázquez1
, H. González García1
, R. Garrote Molpeceres1
, B. Izquierdo López1
, M.B. Coco Martín2
, A. Mayo Iscar1
, R. Cuadrado Asensio3
, C. Medina Pérez4
, F.J. Álvarez Guisasola1
1Universidad de Valladolid (UVA) (SPAIN)
2Universidad Europea Miguel de Cervantes de Valladolid (SPAIN)
3IOBA, Universidad de Valladolid (UVA) (SPAIN)
4IBIOMED Universidad de León (SPAIN)
The quality of the design and delivery of a program must ensure the suitability to achieve objectives such as the adequacy of the objectives of each program. Surveys are one of the instruments most used to collect, quantify and compare the level of satisfaction, being an important element to evaluate teachers and teaching program quality. The preparation and their application constitute a support for the systematization of an evaluating system of education quality, basing its 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 its utility (validation) before their application. If it wants to evaluate how the teaching-learning process develops along the course that is taught, it will have to use its own tools, with independent of the ones used by the Institution.
To develop and validate a satisfaction questionnaire for medical students in order to evaluate and compare the educational program annually after educational improvements implemented.
Materials and methods:
A survey was designed and validated to assess the degree of satisfaction of medical school students. The technique of "Expert opinion" was used to validate the appearance, content and approach. A "Pilot test or Cognitive pretest” was performed. With regards to the construct validation, a factorial analysis was made to assess the temporal stability and test-pretest reliability was also performed. The concordance degree was measured through the intraclass correlation coefficient, the absence of mean differences in the test for paired samples and the reliability coefficient was calculated using the Pearson correlation between the scores of both test applications. Cronbach Alpha was used to determine the reliability.
The expert supervision and an interview to all students in the "cognitive pretest" estimations considered that the final questionnaire was not extensive, the response options were clear and the survey format was appropriate. Construct validation by factorial analysis showed a high correlation between questions of each of the groups. All intraclass correlation coefficients were higher than 0.5 and no significant mean differences in paired samples test were observed. In the individual analysis of each of the items, all Pearson correlation coefficients were statistically significant. The internal consistency of the overall questionnaire showed a Cronbach alpha of 0.9.
After the analysis of results, we consider that the developed teaching satisfaction questionnaire is a useful and reliable tool to quantify degree of students´ agreement with different aspects of the teaching, learning and evaluation.