Evidence map›Paper›PMID 31683258›Full record

ArticleInternational journal of medical education2019

Reliability and validity of the Persian version of readiness for inter-professional learning scale.

Marzieh Ataollahi, Mitra Amini, Somayeh Delavari, Leila Bazrafkan, Peyman Jafari

Abstract read
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Article in International journal of medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

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5citing papers in PubMed
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1 · What the graph read from it

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3 · Its place in the literature

Who cites it

5 citing papers in PubMed.

  1. Article
  2. Article
  3. Psychometric properties of the Persian version of bedside teaching (BST) Instrument.Journal of advances in medical education & professionalism · 2021
    Article
  4. Article
  5. Article
4 · The record

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5 · Who and what money

Authors and funding

5 authors.

Marzieh AtaollahiClinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Mitra AminiClinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Somayeh DelavariEvidence Based Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran.
Leila BazrafkanClinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Peyman JafariDepartment of Biostatistics, Shiraz University of Medical Sciences, Shiraz, Iran.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

objectivesTo assess the validity and reliability of the Persian version of the Readiness for Inter-Professional Learning Scale (RIPLS).

methodsA cross-sectional study was performed among final-year medical students in Iran. A total of 200 students completed the Persian versions of the RIPLS questionnaire using convenience sampling. To evaluate the construct validity of the RIPLS questionnaire, data were subjected to confirmatory factor analysis (CFA).  Some goodness-of-fit indicators were used to assess the hypothesized model.  The hypothesised models were tested with LISREL 7.8.

resultsCronbach's alphas for 9 teamwork and collaboration (TAC), 3 negative professional identity (NPI), 4 positive professional identity (PPI) and 3 Roles and responsibilities (RAR) items were 0.89, 0.60, 0.86 and 0.28 respectively. The whole RIPLS was found to be highly reliable (19 items; α= 0.94).  The set of fit statistics show that the hypothesised four-factor model fits the sample data.

conclusionsThe results of the study show that the Persian version of the RIPLS may be a valid and reliable scale. In addition, the results of CFA show that the hypothesised four-factor model appears to be a good fit to the data. However, the Persian version of the subscales of NPI and RAR needs to be developed. The implications and limitations of the study are discussed.

Indexed as

Interprofessional RelationsLearningCooperative BehaviorCross-Sectional StudiesEducation, ProfessionalHumansIranReproducibility of ResultsStudents, MedicalSurveys and Questionnairescfainter-professional educationiranreliabilityvalidity

Identifiers

PMID31683258
PMCPMC7246112

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.