BMC Medical Education (Nov 2023)

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

  • Ming Chen,
  • Hefang Chen,
  • Yifan Wu,
  • Ruijun Yang,
  • Chaowei Guo,
  • Meizhen Zhao,
  • Chaoli Xin,
  • Shuang Zang

DOI
https://doi.org/10.1186/s12909-023-04810-3
Journal volume & issue
Vol. 23, no. 1
pp. 1 – 13

Abstract

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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.

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