Res Dev Med Educ. 2017;6(2):94-100.
doi: 10.15171/rdme.2017.019
  Abstract View: 463
  PDF Download: 686

Original Research

Design and Psychometrics of Communities of Practice Questionnaire  in Tabriz University of Medical Sciences

Nayer Seyednazari 1, Sadegh Maleki Avarsin 1 * , Jahangir Yari Hajatalou 1

1 Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

Background: Given the importance of knowledge and learning, as well as teaching-learning processes at the Tabriz University of Medical Sciences (TUMS), creating an effective learning environment and structure is necessary. Since communities of practice (CoPs) can be a useful environment for creating and sharing knowledge and providing learning opportunities, the purpose of this study was to design a standard instrument to develop a pattern of CoPs in TUMS.

Methods: In order to achieve the research objectives, a 37-item questionnaire was designed following a comprehensive literature review. This questionnaire was given to 14 experts at TUMS to determine face and content validity. The Communities of Practice Questionnaire (COPQ) was given to 30 individuals in the target group to determine reliability. Its internal consistency was calculated using Cronbach’s alpha coefficient. Exploratory factor analysis (EFA) was used to evaluate the construct validity and to estimate the stability, retest method and the intraclass correlation coefficient (ICC).

Results: After extracting validity indicators, 2 items whose content validity index (CVI) and content validity ratio (CVR) were lower than the equivalent values in the Lawshe table were removed, and a 35-item questionnaire was finalized; the full scale CVR and CVI were 0.78 and 0.92, respectively. Based on the results of EFA, 6 factors were identified that could explain approximately 60% of the variance.

Conclusion: The Communities of Practice Questionnaire can be a valid tool for evaluating CoPs in medical schools for creating and sharing knowledge and creating learning opportunities among faculty members.

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Submitted: 20 Sep 2017
Revised: 14 Nov 2017
Accepted: 20 Nov 2017
First published online: 20 Nov 2017
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