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Int J Med Educ. 2019 Nov 4;10:203-207. doi: 10.5116/ijme.5da4.37c2.

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

Author information

1
Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
2
Evidence Based Medicine Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran.
3
Department of Biostatistics, Shiraz University of Medical Sciences, Shiraz, Iran.

Abstract

Objectives:

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

Methods:

A 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.

Results:

Cronbach'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.

Conclusions:

The 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.

KEYWORDS:

cfa; inter-professional education; iran; reliability; validity

PMID:
31683258
DOI:
10.5116/ijme.5da4.37c2
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