Estructura factorial y confiabilidad de la escala de aprendizaje autodirigido de Fisher, King & Tague en alumnos de medicina chilenos.

Eduardo Fasce H, Cristhian Pérez V, Liliana Ortiz M, Paula Parra P, Olga Matus B

Resumen


FACTORIAL STRUCTURE AND RELIABILITY OF FISHER, KING & TAGUE’S SELF-DIRECTED LEARNING READINESS SCALE IN CHILEAN MEDICAL STUDENTS

Background: Continuous education is  crucial among physicians. Therefore, medical schools must teach self-directed learning skills to their students. Aim: To evaluate the factorial structure and reliability of the Spanish version of the Self-Directed Learning Readiness Scale of Fisher, King & Tague, applied to medical students. Material and Methods: The survey was answered by 330 students aged between 17 and 26 years (58% men, with 10 missing cases). Factorial structure, internal reliability and temporary stability of scale was evaluated. Results: The Exploratory Factorial Analysis, conducted using a principal factor method, identified five factors in the structure of the survey.  Internal consistency was adequate with a Cronbach’s alpha  between 0.66 and 0.88. Test retest reliability, comparing the results of the survey applied six months after the first application, showed Pearson correlation coefficients that fluctuated between 0.399 and 0.68.  Conclusions: These results show a defined factorial structure with adequate reliability of the survey.  


Palabras clave


Learning; Psychometrics; Students medical