PDF(Pubmed)
Abstract：
Quality improvement (QI) competencies for health professions trainees were developed to address health care quality. Strategies to integrate QI into curricula exist, but methods for assessing interdisciplinary learners\' competency are less developed. We refined the Knowledge section scoring rubric of the Systems Quality Improvement Training and Assessment Tool (SQI TAT) and examined its validity evidence.
In 2017, the SQI TAT Knowledge section was expanded to cover seven core QI concepts, and the scoring rubric was refined. Three coders independently scored 35 SQI TAT Knowledge sections (18 pretests, 17 posttests). Interrater reliability was assessed by percent agreement and Cohen\'s kappa for individual variables and by Lin\'s concordance correlation for total scores for knowledge and application. Concurrent validity was assessed by comparing responses from two groups with different QI exposure and evaluating whether differences in exposure were measured.
Total-score interrater reliability average measures of concordance were .89 for all coders and >.70 for six of seven concept scores. The total score discriminated the two groups (p <. 05), and five of seven concept scores were higher for the group with more QI experience. Total scores were significantly higher posttest than pretest (p < .001), with improvement in posttest knowledge scores.
The SQI TAT Knowledge section provides a comprehensive assessment of QI knowledge. The scoring rubric was able to discriminate QI knowledge along a continuum. The SQI TAT Knowledge section is not linked to a clinical context, making it useful for assessing interprofessional learners and varying education levels.
In 2017, the SQI TAT Knowledge section was expanded to cover seven core QI concepts, and the scoring rubric was refined. Three coders independently scored 35 SQI TAT Knowledge sections (18 pretests, 17 posttests). Interrater reliability was assessed by percent agreement and Cohen\'s kappa for individual variables and by Lin\'s concordance correlation for total scores for knowledge and application. Concurrent validity was assessed by comparing responses from two groups with different QI exposure and evaluating whether differences in exposure were measured.
Total-score interrater reliability average measures of concordance were .89 for all coders and >.70 for six of seven concept scores. The total score discriminated the two groups (p <. 05), and five of seven concept scores were higher for the group with more QI experience. Total scores were significantly higher posttest than pretest (p < .001), with improvement in posttest knowledge scores.
The SQI TAT Knowledge section provides a comprehensive assessment of QI knowledge. The scoring rubric was able to discriminate QI knowledge along a continuum. The SQI TAT Knowledge section is not linked to a clinical context, making it useful for assessing interprofessional learners and varying education levels.
摘要：
UNASSIGNED：为卫生专业受训人员开发质量改进（QI）能力，以解决卫生保健质量问题。存在将QI整合到课程中的策略，但是评估跨学科学习者能力的方法还不太发达。我们完善了系统质量改进培训和评估工具（SQITAT）的知识部分评分规则，并检查了其有效性证据。
UNASSIGNED：在2017年，SQITAT知识部分扩展为涵盖七个核心QI概念，计分分栏是精炼的。三名程序员独立对35个SQITAT知识部分进行了评分(18个预测试，17个后测）。通过各个变量的百分比一致性和Cohen的kappa以及Lin的知识和应用总分的一致性相关性来评估评分者之间的可靠性。通过比较来自不同QI暴露的两组的反应并评估是否测量暴露的差异来评估并发有效性。
未经评估：所有编码员的总分间可靠性平均一致性度量为.89，七个概念得分中的六个为>.70。总分区分两组（p<。05),对于有较多QI经验的组，七个概念得分中有五个更高。总分明显高于后测（p<.001），随着后测知识分数的提高。
UNASSIGNED：SQITAT知识部分提供了对QI知识的全面评估。评分规则能够沿着连续体区分QI知识。SQITAT知识部分与临床背景无关，使其有助于评估跨专业学习者和不同的教育水平。
UNASSIGNED：在2017年，SQITAT知识部分扩展为涵盖七个核心QI概念，计分分栏是精炼的。三名程序员独立对35个SQITAT知识部分进行了评分(18个预测试，17个后测）。通过各个变量的百分比一致性和Cohen的kappa以及Lin的知识和应用总分的一致性相关性来评估评分者之间的可靠性。通过比较来自不同QI暴露的两组的反应并评估是否测量暴露的差异来评估并发有效性。
未经评估：所有编码员的总分间可靠性平均一致性度量为.89，七个概念得分中的六个为>.70。总分区分两组（p<。05),对于有较多QI经验的组，七个概念得分中有五个更高。总分明显高于后测（p<.001），随着后测知识分数的提高。
UNASSIGNED：SQITAT知识部分提供了对QI知识的全面评估。评分规则能够沿着连续体区分QI知识。SQITAT知识部分与临床背景无关，使其有助于评估跨专业学习者和不同的教育水平。
