Development of a Self-Rated Mixed Methods Skills Assessment: The National Institutes of Health Mixed Methods Research Training Program for the Health Sciences.
Development of a Self-Rated Mixed Methods Skills Assessment: The National Institutes of Health Mixed Methods Research Training Program for the Health Sciences.
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DOI：
10.1097/ceh.0000000000000152
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Gallo JJ
中科院分区：
文献类型：
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作者：
Guetterman TC;Creswell JW;Wittink M;Barg FK;Castro FG;Dahlberg B;Watkins DC;Deutsch C;Gallo JJ
对混合方法培训的需求很高，对教师发展或混合方法评估的研究很少。我们描述了一个自评混合方法技能评估的发展，并提供有效性证据。该工具涉及六个研究领域：“研究问题”、“设计/方法”、“抽样”、“数据收集”、“分析”和“传播”。受访者被要求评价他们在每个领域下定义或解释混合方法概念的能力，他们将概念应用于问题的能力，以及他们需要改进的程度。我们管理的问卷调查，145名教师和学生使用互联网调查。我们分析了描述性统计和性能特点的问卷调查，使用克朗巴赫的阿尔法评估的可靠性和方差分析，比较了混合方法的经验指数与评估分数，以评估标准相关性。内部一致性的可靠性是高的项目（0.95）和足够的（>= 0.71），但所有的子量表。与建立标准有效性一致，对混合方法有更多专业经验的受访者（例如，发表了一份混合方法的论文）认为自己更熟练，这在各个研究领域都有统计学意义。这种自评混合方法评估工具可能是评估培训项目混合方法技能的有用工具。它可以广泛应用于研究生和教师的水平。对学习者来说，评估可能会增强学习的动力，并针对自我确定的需求进行培训。对于教师来说，评估可以改善课程和课程内容规划。
Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a Self-Rated Mixed Methods Skills Assessment and provide validity evidence. The instrument taps six research domains: “Research question,” “Design/approach,” “Sampling,” “Data collection,” “Analysis,” and “Dissemination.” Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using Cronbach’s alpha to assess reliability and an ANOVA that compared a mixed methods experience index with assessment scores to assess criterion-relatedness. Internal consistency reliability was high for the total set of items (.95) and adequate (>=.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (e.g., published a mixed methods paper) rated themselves as more skilled, which was statistically significant across the research domains. This Self-Rated Mixed Methods Assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning.