Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students.
| Autor: | Pérez-Villalobos C; Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile., Ventura-Ventura J; Facultad de Salud, Universidad de Tarapacá, Arica, Chile., Spormann-Romeri C; Coordinación de Gestión Educativa en Salud, CGES, Universidad de los Lagos, Osorno, Chile., Melipillán R; Universidad del Desarrollo, Concepción, Chile., Jara-Reyes C; Facultad de Ciencias de la Salud, Universidad de Antofagasta, Antofagasta, Chile., Paredes-Villarroel X; Departamento de Ciencias de la Salud, Universidad de Aysén, Coyhaique, Chile., Rojas-Pino M; Centro de Enseñanza y Aprendizaje, Universidad de Chile, Santiago, Chile., Baquedano-Rodríguez M; Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile., Castillo-Rabanal I; Universidad del Desarrollo, Concepción, Chile., Parra-Ponce P; Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile., Bastías-Vega N; Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile., Alvarado-Figueroa D; Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile., Matus-Betancourt O; Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile. |
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| Jazyk: | angličtina |
| Zdroj: | PloS one [PLoS One] 2021 Apr 28; Vol. 16 (4), pp. e0250739. Date of Electronic Publication: 2021 Apr 28 (Print Publication: 2021). |
| DOI: | 10.1371/journal.pone.0250739 |
| Abstrakt: | Introduction: Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students. Method: Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020. Results: A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach's α and McDonald's ω coefficients were over 0.70. Discussion: The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching. Competing Interests: The authors have declared that no competing interests exist. |
| Databáze: | MEDLINE |
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