Editorial
Authors
- . Bahram Mohebbi 1
- . Parham Sadeghipour 2
- . Feridoun Noohi 2
- . Majid Maleki 2
- . Mohammad Mehdi Peighambari 2
- . Saeid Hosseini 3
- . Ali Zahedmehr 2
- . Jamal Moosavi 2
- . Omid Shafe 2
- . Mohammad Javad Alemzadeh‑Ansari 2
- . Melody Farrashi 4
- . Hamidreza Pouraliakbar 5
- . Behshid Ghadrdoost 5
1 Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran Cardio‑Oncology Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
2 Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
3 Heart Valve Disease Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
4 Echocardiography Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
5 Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
Abstract
BACKGROUND: In the coronavirus disease 2019 pandemic era, clinical programs and mandatory
hands‑on activities have been supplanted by remote teaching to maintain the fundamental capabilities
of medical training and to furnish medical students with quality education. Nonetheless, the satisfaction
of faculty members with this training method in the current pandemic has yet to be assessed. The
aim of this study was to design a Persian questionnaire with appropriate validity and reliability on
cardiology professors’ satisfaction level with virtual education.
MATERIALS AND METHODS: In this cross‑sectional study, a questionnaire was devised drawing
upon scientific sources and Iranian medical educators’ expertise. Seventeen faculty members
in various specialties evaluated the questionnaire concerning face and content validity. Content
validity was assessed through the calculation of the content validity ratio (CVR) (values >0.62
were considered acceptable) and the content validity index (CVI) (values >0.79 were considered
acceptable), construct validity was evaluated through principal component factor analysis by the
Kaiser–Meyer–Olkin (KMO) statistic and Bartlett’s sphericity test, internal reliability was measured
through the calculation of Cronbach’s alpha coefficient, and consistency was appraised through the
use of test‑retest reliability at two different time points.
RESULTS: The questionnaire had a reliability rate of 95%, indicating high internal validity. Concerning
test‑retest reliability, the intraclass correlation coefficient was 0.96 (P < 0.001), demonstrating relatively
good stability. The CVI was 0.81, and the CVR was 0.85. The KMO measure of sampling adequacy
was 0.954, indicating the acceptability of the degree of common variance among the all items.
CONCLUSIONS: This Persian questionnaire on virtual education aimed at cardiology faculty members
in the current pandemic with its low question count and appropriate domains had high reliability
and validity. By knowing the level of professors’ satisfaction with the new method of education, it
is possible to take steps to better provide specialized medical education to cardiology residents.
Keywords
1. Eva KW, Anderson MB. Medical education adaptations: Really
good stuff for educational transition during a pandemic. Med
Educ 2020;54:494.
2. Arowoshola L. Medical education engagement during the
COVID‑19 era‑A student parents perspective. Med Educ Online
2020;25:1788799.
3. Toropova A, Myrberg E, Johansson S. Teacher job satisfaction:
The importance of school working conditions and teacher
characteristics. Educ Rev 2021;73:71‑97.
4. Demirtas Z. Teachers’ job satisfaction levels. Procedia Soc Behav
Sci 2010;9:1069‑73.
5. Omoiee Milan Ghashghagh M, Mehdinezhad V, Yaghoubi N.
Assessing factors affecting the tendancy to use electronic learning
systems among faculty members. Interdisc J Virtual Learn Med
Sci 2012;2:28‑38.
6. Ziaee V, Ahmadinejad Z, Morravedji AR. An Evaluation on
Medical Students’ Satisfaction with Clinical Education and its
Effective Factors. Med Educ Online 2004;9:4365.
7. Arowoshola L. Medical education engagement during the
COVID‑19 era‑A student parents’ perspective. Med Educ Online
2020;25:1788799.
8. Ho CL, Au WT. Teaching satisfaction scale: Measuring job
satisfaction of teachers. Educ Psychol Meas 2006;66:172‑85.
9. Rajabalee YB, Santally MI. Learner satisfaction, engagement and
performances in an online module: Implications for institutional
e‑learning policy. Educ Inf Technol 2021;26:2623‑56.
10. Gholami FesharakiM, TalebiyanD, AghamiriZ, MohammadianM.
Reliability and validity of “Job Satisfaction Survey” questionnaire
in military health care workers. J Mil Med 2012;13:241‑6.
11. Lawshe CH. A quantitative approach to content validity 1. J Pers
Psychol 1975;28:563‑75.
12. Shakibazadeh E, Sabouri M, Mohebbi B, Tol A, Yaseri M. Validity
and reliability properties of the Persian version of perceived health
competence scale among patients with cardiovascular diseases.
J Educ Health Promot 2021;10:19.
13. Mohebbi B, Tol A, Shakibazadeh E, Yaseri M, Sabouri M,
Agide FD. Testing psychometrics of healthcare empowerment
questionnaires (HCEQ) among Iranian reproductive age women:
Persian version. Ethiop J Health Sci 2018;28:341‑6.
14. Ghadrdoost B, Sadeghipour P, Amin A, Bakhshandeh H, Noohi F,
Maleki M, et al. Validity and reliability of a virtual education
satisfaction questionnaire from the perspective of cardiology
residents during the COVID‑19 pandemic. J Edu Health Promot
2021;10:291.
15. Qu B, Guo HQ, Liu J, Zhang Y, Sun G. Reliability and validity
testing of the SF‑36 questionnaire for the evaluation of the quality
of life of Chinese urban construction workers. J Int Med Res
2009;37:1184‑90.
16. Stone AT, Bransford RJ, Lee MJ, Vilela MD, Bellabarba C,
Anderson PA, et al. Reliability of classification systems for subaxial
cervical injuries. Evid Based Spine Care J 2010;1:19‑26.
17. Masaeli N, Omranifard V, Maracy MR, Kheirabadi GR, Khedri A.
Validity, reliability and factor analysis of Persian version of
schizophrenia quality of life scale. J Educ Health Promot 2016;5:10.
18. Schneider SL, Council ML. Distance learning in the era of
COVID‑19. Arch Dermatol Res 2021;313 (5):389‑90. doi: 10.1007/
s00403‑020‑02088‑9.
19. Arandjelovic A, Arandjelovic K, Dwyer K, Shaw C. COVID‑19:
Considerations for medical education during a pandemic. Med
Ed Publish 2020;11‑7. Available at: www.mededpublish.org/
manuscripts/3082. [doi: 10.15694/mep. 2020.000087.1].
20. Monaghan AM. Medical teaching and assessment in the era of
COVID‑19. J Med Educ Curric Dev 2020;7:1‑3.
21. Dhillon J, Salimi A, ElHawary H. Impact of COVID‑19 on
Canadian medical education: Pre‑clerkship and clerkship students
affected differently. J Med Educ Curric Dev 2020;7:1‑5.
22. Bolarinwa OA. Principles and methods of validity and reliability
testing of questionnaires used in social and health science
researches. Niger Postgrad Med J 2015;22:195
)