Cross-cultural adaptation of the EFFECT questionnaire into Brazilian Portuguese

Lourrany Borges Costa,Thayná Custódio Mota,Shamyr Sulyvan De Castro,Bruna Soares Praxedes,Diovana Ximenes Cavalcante Dourado,Thais Marcella Rios De Lima Tavares

doi:10.1590/1981-5271v45.3-20200527.ing

Lourrany Borges Costa, Thayná Custódio Mota + Show 4 more

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https://doi.org/10.1590/1981-5271v45.3-20200527.ing

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Abstract

Abstract: Introduction: Clinical teaching is based on a real work environment, in professional practice settings, such as health services and units, under the supervision of the preceptor. Providing medical teachers with an assessment of their teaching skills is a powerful tool for improving clinical learning for students in training. In this context, the EFFECT (Evaluation and Feedback for Effective Clinical Teaching) questionnaire was developed by Dutch researchers in 2012 for teacher evaluation, being validated based on the literature about medical teaching in the workplace and incorporates the skills of the Canadian competency-based medical curriculum. Objective: To translate and cross-culturally adapt into Brazilian Portuguese and to validate the EFFECT questionnaire for teacher evaluation by Medical students. Method: Cross-cultural adaptation with the following steps: initial translation of the English version, synthesis of translated versions, back-translation, creation of a consensual version in Brazilian Portuguese, with adaptation, review, and analysis of content validity by an expert committee, pre-test with retrospective clarification interview, and reliability analysis by factorial analysis and internal consistency test (Cronbach’s alpha coefficient). Result: In the translation and back-translation stages, the disagreements were related to the use of synonyms and none of the items were modified in terms of their understanding, but in terms of adaptation into the Brazilian context. The evaluation of the expert committee showed the versions maintained the semantic and idiomatic equivalences of the content. Eighty-nine students participated in the pre-test. The internal consistency of the EFFECT questionnaire in Brazilian Portuguese was excellent for all domains, with Cronbach’s alpha coefficient ranging from 0.82 to 0.94. Conclusion: The translated and adapted version of the EFFECT questionnaire into Brazilian Portuguese is equivalent to the original instrument and has evidence of high validity and reliability, being able to constitute a national tool to evaluate the efficiency of clinical medicine teaching.

Highlights

Clinical teaching is based on a real work environment, in professional practice settings, such as health services and units, under the supervision of the preceptor
The several changes that have occurred in the field of medical education in the last decades, towards the construction of competency-based curricula (CBC) and evaluation of results and performance[1,2], have led to several intervention proposals in the training of health professionals, generating a new social mission of the Higher Education Institutions (HEIs)[3]
The first one will deal with the results of the process of translation and cross-cultural adaptation of the questionnaire; and the second will show the data pertinent to the description of the characteristics of variables and the internal consistency psychometric data

Summary

Introduction

Clinical teaching is based on a real work environment, in professional practice settings, such as health services and units, under the supervision of the preceptor. Providing medical teachers with an assessment of their teaching skills is a powerful tool for improving clinical learning for students in training. The several changes that have occurred in the field of medical education in the last decades, towards the construction of competency-based curricula (CBC) and evaluation of results and performance[1,2], have led to several intervention proposals in the training of health professionals, generating a new social mission of the Higher Education Institutions (HEIs)[3]. In parallel with the development of concepts related to teaching over the years, in Brazil, national systems for institutional assessment of higher education have been created and improved, including accreditation processes[15]. The assessment includes aspects related to the agreement with the NCGs, among others: teaching, research, extension, social accountability, facilities, student performance and the faculty[16]

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