Construct validity of an instrument to evaluate transversal competences of the medical specialization professor

Abstract

Introduction: Transversal or generic competencies are defined as those skills that can be generalized and enhanced throughout professional development. In recent years, competency-based training has become very relevant; however, few research projects have proposed reliable and valid methods for its evaluation.

Objective: Determine the construct validity of an instrument to identify the transversal competencies of teachers of Medical Specialization Courses.

Method: In an observational, cross-sectional, descriptive study, 266 full professors, adjuncts, assistants, and clinical practice instructors from the first, second, and third levels of care medical units participated. An instrument was developed that included in its initial version 60 statements on a Likert-type response scale, distributed in three dimensions of transversal competencies: instrumental, interpersonal, and systemic. The study considered two phases: a) content validity by experts (individual aggregate method), who analyzed coherence, clarity, and appropriate language, and b) construct validity through factor analysis.

Results: Content validity was carried out through the analysis of inter observer agreement Fleiss’s Kappa = 0.85. The Construct validity was carried out through constructive factor analysis, oblique rotation (Promax). Six factors (competencies) were obtained: instrumental, interpersonal, systemic, research skills, communication and multiculturalism, and use of information and communication technologies (ICT) applied to education. The final version of the instrument included 43 statements; Cronbach’s Alpha reliability was 0.98.

Conclusions: It was possible to build a valid and reliable instrument that measures transversal competencies in teachers of medical specialization courses.