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A multimedia paediatric cardiology assessment tool for medical students and general paediatric trainees: development and validation

Published online by Cambridge University Press:  12 April 2022

Hunter C. Wilson
Affiliation:
Michigan Medicine Congenital Heart Center, C. S. Mott Children’s Hospital, Ann Arbor, MI, USA
Tiffany R. Lim
Affiliation:
Michigan Medicine Congenital Heart Center, C. S. Mott Children’s Hospital, Ann Arbor, MI, USA
David M. Axelrod
Affiliation:
Stanford University School of Medicine, Palo Alto, CA, USA
David K. Werho
Affiliation:
Rady Children’s Hospital San Diego, University of California San Diego, San Diego, CA, USA
Stephanie S. Handler
Affiliation:
Medical College of Wisconsin Herma Heart Institute, Milwaukee, WI, USA
Patricia B. Mullan
Affiliation:
Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA
James M. Cooke
Affiliation:
Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA Department of Family Medicine, Michigan Medicine, Ann Arbor, MI, USA
Sonal T. Owens*
Affiliation:
Michigan Medicine Congenital Heart Center, C. S. Mott Children’s Hospital, Ann Arbor, MI, USA
*
Author for correspondence: Sonal T. Owens, Michigan Medicine Congenital Heart Center, C. S. Mott Children’s Hospital, 1540 East Hospital Dr, Ann Arbor, MI, 48109, USA. Tel: 734-615-2369; Fax: 734-936-9470. E-mail: sthakkar@med.umich.edu.

Abstract

Background:

Understanding how cardiovascular structure and physiology guide management is critically important in paediatric cardiology. However, few validated educational tools are available to assess trainee knowledge. To address this deficit, paediatric cardiologists and fellows from four institutions collaborated to develop a multimedia assessment tool for use with medical students and paediatric residents. This tool was developed in support of a novel 3-dimensional virtual reality curriculum created by our group.

Methods:

Educational domains were identified, and questions were iteratively developed by a group of clinicians from multiple centres to assess understanding of key concepts. To evaluate content validity, content experts completed the assessment and reviewed items, rating item relevance to educational domains using a 4-point Likert scale. An item-level content validity index was calculated for each question, and a scale-level content validity index was calculated for the assessment tool, with scores of ≥0.78 and ≥0.90, respectively, representing excellent content validity.

Results:

The mean content expert assessment score was 92% (range 88–97%). Two questions yielded ≤50% correct content expert answers. The item-level content validity index for 29 out of 32 questions was ≥0.78, and the scale-level content validity index was 0.92. Qualitative feedback included suggestions for future improvement. Questions with ≤50% content expert agreement and item-level content validity index scores <0.78 were removed, yielding a 27-question assessment tool.

Conclusions:

We describe a multi-centre effort to create and validate a multimedia assessment tool which may be implemented within paediatric trainee cardiology curricula. Future efforts may focus on content refinement and expansion to include additional educational domains.

Type
Original Article
Copyright
© The Author(s), 2022. Published by Cambridge University Press

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