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:10.1186/s12909-023-04810-3

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

BMC Med Educ. 2023 Nov 7;23(1):840. doi: 10.1186/s12909-023-04810-3.

Authors

Ming Chen^#¹, Hefang Chen^#², Yifan Wu³, Ruijun Yang⁴, Chaowei Guo⁴, Meizhen Zhao⁵, Chaoli Xin⁶, Shuang Zang⁷

Affiliations

¹ Teaching and Research Department of P.E, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China.
² Department of Nursing, the First Hospital of China Medical University, No.155 Nanjing North Street, Heping District, Shenyang, 110000, China.
³ Department of Basic Nursing, School of Nursing, Jilin University, No. 965 Xinjiang Street, Changchun, 130021, China.
⁴ School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China.
⁵ Department of Nursing, Tongji Hospital, Tongji Medical University, Huazhong University of Science and Technology, No.1095, Jiefang Avenue, Qiaokou District, Wuhan, 430030, China.
⁶ School of Management, Guizhou Business School, 94 Xihu Road, Nanming District, Guiyang, 550014, China.
⁷ School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, 110122, China. zangshuang@cmu.edu.cn.

^# Contributed equally.

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.

Keywords: Perceived benefits; Team-interaction; Training; Undergraduates; Validity.

MeSH terms

Factor Analysis, Statistical
Humans
Psychometrics
Reproducibility of Results
Students* / psychology
Surveys and Questionnaires

Abstract

MeSH terms

Grants and funding