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Abstract：
BACKGROUND: The purpose was to investigate the psychometric features of the Feedback Quality Instrument (FQI) in medical students, emphasizing the instrument\'s utility for evaluating the quality of feedback provided in clinical contexts and the importance of performing so for medical trainees.
METHODS: The Persian version of the FQI was evaluated for content validity through a focus group of medical education experts. The questionnaire\'s face, content, and construct validity were assessed using Confirmatory Factor Analysis, internal consistency, and inter-rater reliability. The questionnaire was revised and pilot-tested, with medical students\' feedback in different clinical situations. The data was analyzed using AMOS26.
RESULTS: The content validity index equaled 0.88(> 0.79). The content validity ratio representing the proportion of participants who agreed on a selected item was 0.69(> 0.42). According to experts, item 25 is the only modified item, while items 23 and 24 are presented as one item. For reliability, Cronbach alpha was equaled to 0.98.
CONCLUSIONS: The Persian version of the Feedback Quality Instrument (FQI) was valid, reliable, and fair in assessing feedback quality in medical students, providing valuable insights for other institutions. Establishing a basis for systematically analyzing how certain educator behaviors affect student outcomes is practical.
METHODS: The Persian version of the FQI was evaluated for content validity through a focus group of medical education experts. The questionnaire\'s face, content, and construct validity were assessed using Confirmatory Factor Analysis, internal consistency, and inter-rater reliability. The questionnaire was revised and pilot-tested, with medical students\' feedback in different clinical situations. The data was analyzed using AMOS26.
RESULTS: The content validity index equaled 0.88(> 0.79). The content validity ratio representing the proportion of participants who agreed on a selected item was 0.69(> 0.42). According to experts, item 25 is the only modified item, while items 23 and 24 are presented as one item. For reliability, Cronbach alpha was equaled to 0.98.
CONCLUSIONS: The Persian version of the Feedback Quality Instrument (FQI) was valid, reliable, and fair in assessing feedback quality in medical students, providing valuable insights for other institutions. Establishing a basis for systematically analyzing how certain educator behaviors affect student outcomes is practical.
摘要：
背景：目的是调查医学生的反馈质量仪器（FQI）的心理测量特征，强调仪器在评估临床环境中提供的反馈质量方面的实用性，以及对医学受训者进行反馈的重要性。
方法：通过医学教育专家焦点小组评估了波斯语版本的FQI的内容有效性。问卷的脸，内容,使用验证性因子分析评估结构效度，内部一致性，和评估者间的可靠性。对问卷进行了修订和试点测试,医学生在不同临床情况下的反馈。使用AMOS26分析数据。
结果：内容效度指数等于0.88（>0.79）。代表对选定项目达成一致的参与者比例的内容有效性比率为0.69(>0.42)。据专家介绍,项目25是唯一修改的项目，而项目23和24作为一个项目呈现。为了可靠性，克朗巴赫阿尔法等于0.98。
结论：波斯语版本的反馈质量仪器（FQI）是有效的，可靠,在评估医学生的反馈质量方面是公平的，为其他机构提供有价值的见解。建立系统分析某些教育者行为如何影响学生成绩的基础是切实可行的。
方法：通过医学教育专家焦点小组评估了波斯语版本的FQI的内容有效性。问卷的脸，内容,使用验证性因子分析评估结构效度，内部一致性，和评估者间的可靠性。对问卷进行了修订和试点测试,医学生在不同临床情况下的反馈。使用AMOS26分析数据。
结果：内容效度指数等于0.88（>0.79）。代表对选定项目达成一致的参与者比例的内容有效性比率为0.69(>0.42)。据专家介绍,项目25是唯一修改的项目，而项目23和24作为一个项目呈现。为了可靠性，克朗巴赫阿尔法等于0.98。
结论：波斯语版本的反馈质量仪器（FQI）是有效的，可靠,在评估医学生的反馈质量方面是公平的，为其他机构提供有价值的见解。建立系统分析某些教育者行为如何影响学生成绩的基础是切实可行的。
