Development of an Abridged Version of Tutotest-C to Assess Students' Performance in Problem-based Learning Tutorials

10.6145/jme.201206_16(2).0003

Wei-Dean Wang；Fen-Yu Tseng；Kai-Kuen Leung

problem-based learning ； evaluation ； Tutotest ； Tutotest-C

Journal of Medical Education

16卷2期（2012 / 06 / 01）

16 - 23

英文

Purpose: The 44 items Chinese version Tutotest (Tutotest-C) had been developed with good validity and reliability. However, opinions from tutors with one year experience on implementation raised several common questions including the lengthy item to be too time consuming to be used and several items need extensive modification before the instrument can be practically useful in real situation. Methods: Items of variable importance and adequacy were identified using questionnaire survey. The item number of Tutotest-C was reduced by using both statistical approach and expert-based approach methods. The psychometric properties of an abridged version Tutotest-C were examined by actual implementation of the instrument to 258 PBL tutorial students by 48 experienced tutors at national Taiwan University College of Medicine from 2008 to 2009. Psychometric properties were examined by factor analysis and internal consistency analysis. Results: A total of 34 items with consistent importance and adequacy were identified to create an abridged version of Tutotest-C. Sampling adequacy analysis revealed a Kaiser-Meyer-Olkin value of 0.934 and a significant Bartlett's test of sphericity (X561^2 = 4506.11; p ＜ 0.001). Principal factor analysis of the 2008 data revealed 6 factors with eigenvalue greater than 1, however, a 5-factor structure reproduced the best theoretical categories of the scale which could explain 58.34% of the total variance. Conclusion: It is believed that the shortened version of Tutotest-C is more practical, able to reduce overall cost of implementation, and to acquire better compliance and cooperation of respondents.

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