deha dogan

Psychometric properties and standard-setting study of the Piano Performance Test for prospective teachers

Revista Electrónica de LEEME, Dec 3, 2023

The purpose of this study was to investigate the psychometric properties of the Piano Performance... more The purpose of this study was to investigate the psychometric properties of the Piano Performance test for Elementary School Teachers and to undertake a standard-setting study for this scale. This study included three groups of participants: students (n=100), raters (n=2) used to test the psychometric features of the musical instrument performance test and experts (n=6) for the standard-setting study of the test. In this study, the researchers developed a music performance test and analytical rubric. The results showed that the one-factor structure was appropriate for the musical instrument performance test, which explained 66% of the total variance. The Cronbach Alpha coefficient showed that the internal consistency of the scale was acceptable (.83). Moreover, generalizability studies and the intra-class correlation coefficient indicated excellent rater reliability for the scale. The results of the item discrimination analysis show that the musical instrument performance test is capable of discriminating participants who had high and low levels of ability to play the piano.

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Psychometric properties and standard-setting study of the Piano Performance Test for prospective teachers Propiedades psicométricas y estudio de establecimiento de normas del Test de Interpretación Pianística para futuros docentes

Psychometric properties and standard-setting study of the Piano Performance Test for prospective teachers, 2023

The purpose of this study was to investigate the psychometric properties of the Piano Performance... more The purpose of this study was to investigate the psychometric properties of the Piano Performance test for Elementary School Teachers and to undertake a standard-setting study for this scale. This study included three groups of participants: students (n=100), raters (n=2) used to test the psychometric features of the musical instrument performance test and experts (n=6) for the standard-setting study of the test. In this study, the researchers developed a music performance test and analytical rubric. The results showed that the one-factor structure was appropriate for the musical instrument performance test, which explained 66% of the total variance. The Cronbach Alpha coefficient showed that the internal consistency of the scale was acceptable (.83). Moreover, generalizability studies and the intra-class correlation coefficient indicated excellent rater reliability for the scale. The results of the item discrimination analysis show that the musical instrument performance test is capable of discriminating participants who had high and low levels of ability to play the piano.

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Assessment Preferences of Nursing and Medical Students?: A Correlational Research

by Ayla Kececi and deha dogan

Nurse Education in Practice, 2022

AIM The study aims to determine nursing and medical students' preferences for assessment in e... more AIM The study aims to determine nursing and medical students' preferences for assessment in education and factors affecting their preferences for assessment. BACKGROUND It is crucial to design the evaluation and evaluation processes in education to develop desired behaviours in education and to determine whether the intended goals in education have been achieved. In earlier studies on assessment practices affecting student learning and academic achievement, it has been emphasized that students' preferences for assessment and different practices in assessment have a significant effect on their academic performance. DESIGN This research was designed as nonexperimental and quantitative research of correlational design with linear regression statistical analyses approach. METHODS The participants consisted of 641 students (including 169 medical students with 472 nursing students), who were volunteered to participate in the study and reached with the method of convenience sampling. The 'Assessment Preferences Inventory' adapted to Turkish by Gulbahar and Buyukozturk (2008) was used as a data collection tool. To analyze the data, descriptive statistics, the Mann-Whitney-U test, the Kruskal-Wallis test and logistic regression with Bonferroni correction to control the type I error were applied. RESULTS In the study, it was found that male students preferred alternative assessment methods and complex/constructive assessment more than female students and male students expected more questions assessing cognitive processes while female students needed more preparations for assessment. In addition, it was determined that medical students preferred complex/constructive assessment more; on the other hand, nursing students preferred simple-multiple choice assessment more and had the need for pre-assessment preparations more. Besides, it was detected that the variables of the students' grade level had an impact on their assessment preferences and that there was a minimal relationship between the students' age and academic achievement with their assessment preferences. CONCLUSIONS This study showed that the department, gender and grade level were effective on assessment preferences.

The reliability and validity of the Turkish version of the Oxford Elbow Score

Journal of Orthopaedic Surgery and Research, Sep 1, 2016

Background: Objective measures of outcome ensure reliable decisions with regard to treatment plan... more Background: Objective measures of outcome ensure reliable decisions with regard to treatment planning. Oxford Elbow Score (OES) is one of the common outcome measures used for assessing quality of life of patients with elbow disorders. OES consists of three domains: pain, elbow function and social/psychological. The aim of this study is to test the validity and reliability of the Turkish version of the OES. Methods: The study's sample includes 82 patients with elbow problems. The original version of the OES was translated into Turkish using the Isis Outcomes Translation and Linguistic Validation Process. The construct validity of the Turkish version of the OES was tested using a confirmatory factor analysis. For internal consistency, Cronbach's alpha was calculated. A Pearson correlation and a dependent sample t test were utilised for reproducibility of the OES. For convergent validity, the correlation coefficients were calculated between the domains of the OES and Short Form 36 (SF36). An independent sample t test was calculated to determine if there was a significant difference between the scores of the participants from the upper and lower groups. Results: Confirmatory factor analysis (CFA) indicates that the three-factor structure of the OES was confirmed. Most of the fit indices are at the expected level, except for a root mean square error of approximation and an adjusted goodness of fit index. Cronbach's alpha was calculated as 0.91 for the whole scale. The results showed that there are positive and high correlations between the first and follow-up assessments (r = 0.89, p < 0.0001). The Turkish OES version and its dimensions have moderate and significant correlations with domains of SF36 in general. The test results indicated that the mean of each item on three domains of the OES was higher for the upper 27 %, and this difference was significant at the 0.01 level. Conclusions: The Turkish version of the OES is a reliable, valid, reproducible and practical tool. It can be used for patients with elbow disorders and is recommended for clinician use.

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Ölçme Ve Değerlendirme Performansa Ve Portfolyoya Dayalı Durum Belirleme

Ankara Pegem Akademi Yayıncılık eBooks, 2017

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Ölçme Ve Değerlendirme Performansa Ve Portfolyoya Dayalı Durum Belirleme

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The reliability and validity of the Turkish version of the Wijma Delivery Expectancy/Experience Questionnaire (W-DEQ) with pregnant women

Journal of Psychiatric and Mental Health Nursing, 2012

This methodological study was planned to translate the Wijma Delivery Expectancy/Experience Quest... more This methodological study was planned to translate the Wijma Delivery Expectancy/Experience Questionnaire (W-DEQ) into Turkish and to investigate its reliability for both nulliparous and parous women in Turkish population. A total of 660 healthy women with normal pregnancies at gestational ages of between 28 and 40 weeks were recruited. The internal consistency reliability (Cronbach&#39;s α) was used for determining the reliability of the W-DEQ. Construct validity was also determined utilizing the known-groups method. In this study, independent sample t-tests were used to compare the nulliparous and parous groups differing in known fear status. In order to test the construct of the W-DEQ, Beck Anxiety Inventory, Depression Anxiety and Stress Scale and Brief Measure of Worry Severity scales were chosen as these scales are expected to correlate with the W-DEQ. Analysis of the construct validity of the W-DEQ version A using Pearson&#39;s correlation coefficients was performed for both nulliparous and parous women separately. All the scales in both groups showed a statistically significant correlation with the W-DEQ. The alpha coefficient (0.89) is well above the 0.70 criterion for internal consistency reliability. Turkish form of Wijma Delivery Expectancy/Experience Questionnaire Version A was fixed as reliable and valid means to measure the level of fear of childbirth among Turkish pregnants.

Comparison of textbook versus three-dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial

Comparison of textbook versus three-dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial, 2022

Aim: The aim of this prospective randomized study was to compare the effectiveness of various edu... more Aim: The aim of this prospective randomized study was to compare the effectiveness of various educational tools in laparoscopic rectal surgery, including surgical textbooks, animation and cadaveric videos. Method: Initially, an electronic assessment test assessing knowledge of laparoscopic rectal surgery was created and validated. The test was sent to graduates completing a general surgery residency programme in Turkey, who were then randomized into four groups based on the type of study material. After a 4 week study period, the volunteers were asked to answer the same electronic assessment test imported into an edited live laparoscopic rectal surgery video. Pre-and posteducation assessment tests among the groups were compared. Results: A total of 168 volunteers completed the pre-education assessment test and were randomized into four groups. Pre-education assessment test scores were similar among the groups (p > 0.05). Of 168 volunteers, 130 (77.3%) completed the posteducation assessment test. Posteducation assessment test scores were significantly higher in the three-dimensional (3D) animation + cadaveric video group (p < 0.01), the 3D animation group (p < 0.01) and the cadaveric group (p < 0.01) compared with the textbook group. Moreover, posteducation assessment test scores were significantly higher in the 3D animation + cadaveric video group than the 3D animation group (p < 0.01). Each group's posteducation assessment test scores were significantly higher than the pre-education assessment test scores, with the exception of the textbook group. Conclusion: Our study demonstrates that 3D animation + cadaveric videos, 3D animation alone and cadaveric videos are all superior to a surgical textbook when teaching laparoscopic rectal cancer surgery. Finally, our results show that 3D animation and cadaveric videos are also superior to textbooks in enabling an understanding of rectal surgery.

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Assessment preferences of nursing and medical students: A correlational research

Assessment preferences of nursing and medical students: A correlational research, 2022

The study aims to determine nursing and medical students' preferences for assessment in education... more The study aims to determine nursing and medical students' preferences for assessment in education and factors affecting their preferences for assessment. Background: It is crucial to design the evaluation and evaluation processes in education to develop desired behaviours in education and to determine whether the intended goals in education have been achieved. In earlier studies on assessment practices affecting student learning and academic achievement, it has been emphasized that students' preferences for assessment and different practices in assessment have a significant effect on their academic performance. Design: This research was designed as nonexperimental and quantitative research of correlational design with linear regression statistical analyses approach. Methods: The participants consisted of 641 students (including 169 medical students with 472 nursing students), who were volunteered to participate in the study and reached with the method of convenience sampling. The 'Assessment Preferences Inventory' adapted to Turkish by Gulbahar and Buyukozturk (2008) was used as a data collection tool. To analyze the data, descriptive statistics, the Mann-Whitney-U test, the Kruskal-Wallis test and logistic regression with Bonferroni correction to control the type I error were applied. Results: In the study, it was found that male students preferred alternative assessment methods and complex/ constructive assessment more than female students and male students expected more questions assessing cognitive processes while female students needed more preparations for assessment. In addition, it was determined that medical students preferred complex/constructive assessment more; on the other hand, nursing students preferred simple-multiple choice assessment more and had the need for pre-assessment preparations more. Besides, it was detected that the variables of the students' grade level had an impact on their assessment preferences and that there was a minimal relationship between the students' age and academic achievement with their assessment preferences. Conclusions: This study showed that the department, gender and grade level were effective on assessment preferences.

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Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish

Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish, 2022

Background The performance of a clinical task depends on an individual's skills, knowledge, and b... more Background The performance of a clinical task depends on an individual's skills, knowledge, and beliefs. However, there is no reliable and valid tool for measuring self-efficacy beliefs toward clinical skills in the Turkish language. This research work aims to study the linguistic equivalence, validity, and reliability of a Self-Efficacy Scale for Clinical Skills (L-SES).

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A study on the standard setting, validity, and reliability of a standardized patient performance rating scale -student version

A study on the standard setting, validity, and reliability of a standardized patient performance rating scale – student version, 2023

Introduction: The quality of the performances of standardized patients plays a significant role i... more Introduction: The quality of the performances of standardized patients plays a significant role
in the effectiveness of clinical skills education. Therefore, providing standardized patients with
constant feedback is essential. It is especially important to get students’ perspectives immediately
following their encounters with standardized patients. In the literature, there is no scale for
use by students to evaluate the performance of standardized patients. Thus, the three main
goals of this study were to: (1) develop a scale for use by students to evaluate the performance
of standardized patients, (2) examine the psychometric properties of the scale, and (3) determine
a cut-off score for the scale in a standard-setting
Materials and methods: Seven hundred and two medical students participated in the scaledevelopment
process, the pilot test, and the validation process, and seven educators took part
in the standard-setting process. After the evaluation of content validity, construct validity was
assessed via exploratory and confirmatory factor analyses. For the standard-setting study, the
extended Angoff method was used.
Results: The exploratory factor analysis revealed that the scale had a single-factor structure,
which was confirmed by confirmatory factor analysis. The Cronbach’s alpha internal consistency
coefficient was 0.91. The scale consists of nine items. The cut-off score was determined to be
24.11/45, which represents the minimum acceptable standard for standardized patient
performance.
Conclusions: Our study outlined the critical steps in developing a measurement tool and produced
a valid and reliable scale that allows medical students to assess the performance of
standardized patients immediately following their interaction with the standardized patient. This
scale constitutes an important contribution to the literature as it provides a tool for standardized
patient trainers to assess standardized patients’ weaknesses and help them improve their
performance.

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A study on the standard setting, validity, and reliability of a standardized patient performance rating scale – student version

Annals of Medicine, Jan 30, 2023

Assessment preferences of nursing and medical students: A correlational research

Assessment preferences of nursing and medical students: A correlational research, 2022

The study aims to determine nursing and medical students' preferences for assessment in education... more The study aims to determine nursing and medical students' preferences for assessment in education and factors affecting their preferences for assessment. Background: It is crucial to design the evaluation and evaluation processes in education to develop desired behaviours in education and to determine whether the intended goals in education have been achieved. In earlier studies on assessment practices affecting student learning and academic achievement, it has been emphasized that students' preferences for assessment and different practices in assessment have a significant effect on their academic performance. Design: This research was designed as nonexperimental and quantitative research of correlational design with linear regression statistical analyses approach. Methods: The participants consisted of 641 students (including 169 medical students with 472 nursing students), who were volunteered to participate in the study and reached with the method of convenience sampling. The 'Assessment Preferences Inventory' adapted to Turkish by Gulbahar and Buyukozturk (2008) was used as a data collection tool. To analyze the data, descriptive statistics, the Mann-Whitney-U test, the Kruskal-Wallis test and logistic regression with Bonferroni correction to control the type I error were applied. Results: In the study, it was found that male students preferred alternative assessment methods and complex/ constructive assessment more than female students and male students expected more questions assessing cognitive processes while female students needed more preparations for assessment. In addition, it was determined that medical students preferred complex/constructive assessment more; on the other hand, nursing students preferred simple-multiple choice assessment more and had the need for pre-assessment preparations more. Besides, it was detected that the variables of the students' grade level had an impact on their assessment preferences and that there was a minimal relationship between the students' age and academic achievement with their assessment preferences. Conclusions: This study showed that the department, gender and grade level were effective on assessment preferences.

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Comparison of textbook versus three-dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial

Comparison of textbook versus three-dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial, 2022

Aim: The aim of this prospective randomized study was to compare the effectiveness of various edu... more Aim: The aim of this prospective randomized study was to compare the effectiveness of various educational tools in laparoscopic rectal surgery, including surgical textbooks, animation and cadaveric videos. Method: Initially, an electronic assessment test assessing knowledge of laparoscopic rectal surgery was created and validated. The test was sent to graduates completing a general surgery residency programme in Turkey, who were then randomized into four groups based on the type of study material. After a 4 week study period, the volunteers were asked to answer the same electronic assessment test imported into an edited live laparoscopic rectal surgery video. Pre-and posteducation assessment tests among the groups were compared. Results: A total of 168 volunteers completed the pre-education assessment test and were randomized into four groups. Pre-education assessment test scores were similar among the groups (p > 0.05). Of 168 volunteers, 130 (77.3%) completed the posteducation assessment test. Posteducation assessment test scores were significantly higher in the three-dimensional (3D) animation + cadaveric video group (p < 0.01), the 3D animation group (p < 0.01) and the cadaveric group (p < 0.01) compared with the textbook group. Moreover, posteducation assessment test scores were significantly higher in the 3D animation + cadaveric video group than the 3D animation group (p < 0.01). Each group's posteducation assessment test scores were significantly higher than the pre-education assessment test scores, with the exception of the textbook group. Conclusion: Our study demonstrates that 3D animation + cadaveric videos, 3D animation alone and cadaveric videos are all superior to a surgical textbook when teaching laparoscopic rectal cancer surgery. Finally, our results show that 3D animation and cadaveric videos are also superior to textbooks in enabling an understanding of rectal surgery.

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Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish

Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish, 2022

Background The performance of a clinical task depends on an individual's skills, knowledge, and b... more Background The performance of a clinical task depends on an individual's skills, knowledge, and beliefs. However, there is no reliable and valid tool for measuring self-efficacy beliefs toward clinical skills in the Turkish language. This research work aims to study the linguistic equivalence, validity, and reliability of a Self-Efficacy Scale for Clinical Skills (L-SES).

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Genellenebilirlik kuramında karar çalışmaları için kestirilen güvenirlik katsayılarının incelenmesi

Assessment Preferences of Nursing and Medical Students?: A Correlational Research

Nurse Education in Practice, 2022

AIM The study aims to determine nursing and medical students' preferences for assessment in e... more AIM The study aims to determine nursing and medical students' preferences for assessment in education and factors affecting their preferences for assessment. BACKGROUND It is crucial to design the evaluation and evaluation processes in education to develop desired behaviours in education and to determine whether the intended goals in education have been achieved. In earlier studies on assessment practices affecting student learning and academic achievement, it has been emphasized that students' preferences for assessment and different practices in assessment have a significant effect on their academic performance. DESIGN This research was designed as nonexperimental and quantitative research of correlational design with linear regression statistical analyses approach. METHODS The participants consisted of 641 students (including 169 medical students with 472 nursing students), who were volunteered to participate in the study and reached with the method of convenience sampling. The 'Assessment Preferences Inventory' adapted to Turkish by Gulbahar and Buyukozturk (2008) was used as a data collection tool. To analyze the data, descriptive statistics, the Mann-Whitney-U test, the Kruskal-Wallis test and logistic regression with Bonferroni correction to control the type I error were applied. RESULTS In the study, it was found that male students preferred alternative assessment methods and complex/constructive assessment more than female students and male students expected more questions assessing cognitive processes while female students needed more preparations for assessment. In addition, it was determined that medical students preferred complex/constructive assessment more; on the other hand, nursing students preferred simple-multiple choice assessment more and had the need for pre-assessment preparations more. Besides, it was detected that the variables of the students' grade level had an impact on their assessment preferences and that there was a minimal relationship between the students' age and academic achievement with their assessment preferences. CONCLUSIONS This study showed that the department, gender and grade level were effective on assessment preferences.

Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish

PLOS ONE

Background The performance of a clinical task depends on an individual’s skills, knowledge, and b... more Background The performance of a clinical task depends on an individual’s skills, knowledge, and beliefs. However, there is no reliable and valid tool for measuring self-efficacy beliefs toward clinical skills in the Turkish language. This research work aims to study the linguistic equivalence, validity, and reliability of a Self-Efficacy Scale for Clinical Skills (L-SES). Materials and methods After reaching the original item pool of the scale, applying both forward and backward translation processes, and collecting responses of 11 experts from health professional sciences and educational sciences, the translation and adoption processes were completed. We randomly divided 651 medical students’ responses to a 15-item questionnaire into two datasets and conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) analyses. Results CFA validated the three-factor model, and the model fit indexes were found to have acceptable values. The item factor loads ranged fro...

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Comparison of textbook versus three‐dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial

Colorectal Disease, 2022

A Study on the Standard Setting, Validity and Reliability of the Standardized Patient Performance Rating Scale – Student Version

Background A standardized patient is a healthy person, trained to role-play a patient who gives f... more Background A standardized patient is a healthy person, trained to role-play a patient who gives feedback on the performance of the student. During the clinical skills training of students, the performance of a standardized patient is essential for the effectiveness of clinical education. Methods In this study, we have developed and determined the psychometric properties and standard-setting of the 9-item "Standardized Patient Performance Rating Scale-Student Version," which is designed for assessing the individual performance of standardized patients. For the scale development process, 702 medical students and seven educators participated in the study. Exploratory and con rmatory factor analyses were performed. Cronbach's alpha internal consistency coe cient and split-half reliability coe cient were calculated. For the standard-setting study, the extended Angoff method was used. Results As a result of the exploratory factor analysis, the scale had a single-factor structure as con rmed by con rmatory factor analysis. Cronbach's alpha internal consistency coe cient was calculated as 0.91. The score of a standardized patient at the borderline was 24.11 out of 45. Conclusions "Standardized Patient Performance Rating Scale-Student Version" is a valid and reliable scale for assessing standardized patients' performances, and can be used for the standardized patient selection and evaluation process in the health sciences.

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