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      Development and validation of the Perceived Benefits of Team-Interaction Training Questionnaire (PBTITQ) among undergraduates

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          Abstract

          Background

          The effectiveness of team-interaction training has been proven. However, there is a lack of objective and accurate evaluation tools for the impact and benefits of team-interaction training on participants. This study aims to develop and validate a tool for exploring undergraduates’ perception of benefits in team-interaction. It can further insight into the perceived benefits of team-interaction training for undergraduates and evaluates the effectiveness of the course, and provides a reference point for the development of university team-interaction training courses.

          Methods

          This study was conducted in three stages. Phase 1 consisted of item generation: A theoretical framework was crafted based on social cognitive theory, self-efficacy theory, and sports performance models. Fifty-two items were generated based on the theoretical framework, participant interviews, and literature review. After Delphi consultation and pilot tests, 39 items moved on to Phase 2. Phase 2 consisted of forming a preliminary questionnaire: the contents to be included were selected through item analysis and exploratory factor analysis (EFA). A total of 40 classes were selected for EFA. After EFA, a three-factor structure with 25 items was formed. The third stage tested psychometric properties through confirmatory factor analysis (CFA), test-retest reliability, criterion-related validity, and internal consistency.

          Results

          The final PBTITQ consisted of 23 items, each rated from “1” (fully disagree) to “5” (fully agree). EFA and CFA supported the three-factor structure of PBTITQ, which included Cohesion, Communication, and Efficiency. The Cronbach’s alpha of the PBTITQ was 0.90, the test-retest reliability was 0.88, and the split-half reliability was 0.81. PBTITQ significantly correlated with the GEQ ( r = 0.808, p < 0.05) and the TDM ( r = 0.796, p < 0.05).

          Conclusion

          The PBTITQ is an effective tool for assessing the perceived benefits of team-interaction training among undergraduates.

          Supplementary Information

          The online version contains supplementary material available at 10.1186/s12909-023-04810-3.

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          Most cited references45

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              Is the CVI an acceptable indicator of content validity? Appraisal and recommendations.

              Denise Polit, Cheryl Beck, Steven Owen (2007)
              Nurse researchers typically provide evidence of content validity for instruments by computing a content validity index (CVI), based on experts' ratings of item relevance. We compared the CVI to alternative indexes and concluded that the widely-used CVI has advantages with regard to ease of computation, understandability, focus on agreement of relevance rather than agreement per se, focus on consensus rather than consistency, and provision of both item and scale information. One weakness is its failure to adjust for chance agreement. We solved this by translating item-level CVIs (I-CVIs) into values of a modified kappa statistic. Our translation suggests that items with an I-CVI of .78 or higher for three or more experts could be considered evidence of good content validity.
              Article 0 comments Cited 704 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Shuang Zang: zangshuang@cmu.edu.cn
                Journal
                Journal ID (nlm-ta): BMC Med Educ
                Journal ID (iso-abbrev): BMC Med Educ
                Title: BMC Medical Education
                Publisher: BioMed Central (London )
                ISSN (Electronic): 1472-6920
                Publication date (Electronic): 7 November 2023
                Publication date PMC-release: 7 November 2023
                Publication date Collection: 2023
                Volume: 23
                Electronic Location Identifier: 840
                Affiliations
                [1 ]GRID grid.412449.e, ISNI 0000 0000 9678 1884, Teaching and Research Department of P.E, , China Medical University, ; No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122 China
                [2 ]Department of Nursing, the First Hospital of China Medical University, ( https://ror.org/04wjghj95) No.155 Nanjing North Street, Heping District, Shenyang, 110000 China
                [3 ]Department of Basic Nursing, School of Nursing, Jilin University, ( https://ror.org/00js3aw79) No. 965 Xinjiang Street, Changchun, 130021 China
                [4 ]GRID grid.412449.e, ISNI 0000 0000 9678 1884, School of Nursing, , China Medical University, ; No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122 China
                [5 ]GRID grid.33199.31, ISNI 0000 0004 0368 7223, Department of Nursing, Tongji Hospital, , Tongji Medical University, Huazhong University of Science and Technology, ; No.1095, Jiefang Avenue, Qiaokou District, Wuhan, 430030 China
                [6 ]School of Management, Guizhou Business School, 94 Xihu Road, Nanming District, Guiyang, 550014 China
                Article
                Publisher ID: 4810
                DOI: 10.1186/s12909-023-04810-3
                PMC ID: 10630993
                PubMed ID: 37936146
                SO-VID: 889b7e6b-d40f-494d-8c95-d67ae10fb352
                Copyright © © The Author(s) 2023
                License:

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                Date received : 13 April 2023
                Date accepted : 26 October 2023
                Funding
                Funded by: The Education Science Research Project of the Education Department of Liaoning Province
                Award ID: LJKZ0779
                Funded by: The Medical Education Research Subject of China Medical University for the 14th Five-Year Plan
                Award ID: YDJK2021048
                Funded by: The Higher Education Undergraduate Teaching Reform Project of Liaoning Province
                Award ID: 0480
                Funded by: the Research project of undergraduate teaching reform in China Medical University in 2023
                Award ID: YDJG20230145
                Categories
                Subject: Research
                Custom metadata
                issue-copyright-statement © BioMed Central Ltd., part of Springer Nature 2023

                ScienceOpen disciplines: Education
                Keywords: team-interaction,perceived benefits,training,validity,undergraduates
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: team-interaction, perceived benefits, training, validity, undergraduates

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