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Background <p>Similar to global trends and recent findings, the rapid adoption of virtual education in Iran necessitates robust tools to evaluate its quality. This study aimed to validate the Student Perception of Virtual Education Quality (SPGP) questionnaire.</p> Methods <p>Data collection occurred from March–August 2022. Inclusion criteria: ≥ 2 virtual semesters; exclusion: incomplete responses (&gt; 10%). This methodological study used a cross-sectional descriptive design to determine the SPGP questionnaire’s factor structure. The original questionnaire was translated following a structured framework, with validation adhering to WHO protocols. Cultural adaptation challenges included translating "immediate feedback" to reflect Persian academic norms; discrepancies were resolved via consensus with bilingual educators. After establishing validity, reliability, and validation, 400 students from University of Medical Sciences and the Faculty of Medical Sciences at Islamic Azad University were recruited using stratified cluster sampling. Data were analyzed via descriptive/inferential statistics using SPSS 26 and EQS 6.1.</p> Results <p>The questionnaire's validity and reliability were confirmed, with all items achieving a Content Validity Ratio (CVR) above 0.56 and a Content Validity Index (CVI) above 0.86. Confirmatory factor analysis revealed that the three factors—interaction, learning, and teaching—confirmed the questionnaire's three-factor structure. Factor loadings &gt; 0.7 confirm strong construct validity, consistent with psychometric standards. Pearson correlation analysis indicated a significant relationship between these dimensions (r = 0.95, <i>p</i> &lt; 0.001). It is important to note that the critical Content Validity Ratio (CVR) value is dependent on the number of expert panel members. For a panel of 12 experts, as utilized in this study, the critical CVR value at a significance level of <i>p</i> &lt; 0.05 is 0.56. All items in the questionnaire exceeded this critical threshold, indicating acceptable content validity based on the number of experts involved.</p> Conclusion <p>The SPGP is a valid and reliable instrument for evaluating virtual education quality in Iranian medical schools. The findings provide a validated tool for institutional assessment and inform policymakers on prioritizing critical areas such as faculty development and technological infrastructure to enhance the quality of virtual medical education.</p>

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Psychometric validation of the student perception of virtual education quality (SPGP) questionnaire in medical education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月5日

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  • Ghahraman Mahmoudi,
  • Leila Jouybari

摘要

Background

Similar to global trends and recent findings, the rapid adoption of virtual education in Iran necessitates robust tools to evaluate its quality. This study aimed to validate the Student Perception of Virtual Education Quality (SPGP) questionnaire.

Methods

Data collection occurred from March–August 2022. Inclusion criteria: ≥ 2 virtual semesters; exclusion: incomplete responses (> 10%). This methodological study used a cross-sectional descriptive design to determine the SPGP questionnaire’s factor structure. The original questionnaire was translated following a structured framework, with validation adhering to WHO protocols. Cultural adaptation challenges included translating "immediate feedback" to reflect Persian academic norms; discrepancies were resolved via consensus with bilingual educators. After establishing validity, reliability, and validation, 400 students from University of Medical Sciences and the Faculty of Medical Sciences at Islamic Azad University were recruited using stratified cluster sampling. Data were analyzed via descriptive/inferential statistics using SPSS 26 and EQS 6.1.

Results

The questionnaire's validity and reliability were confirmed, with all items achieving a Content Validity Ratio (CVR) above 0.56 and a Content Validity Index (CVI) above 0.86. Confirmatory factor analysis revealed that the three factors—interaction, learning, and teaching—confirmed the questionnaire's three-factor structure. Factor loadings > 0.7 confirm strong construct validity, consistent with psychometric standards. Pearson correlation analysis indicated a significant relationship between these dimensions (r = 0.95, p < 0.001). It is important to note that the critical Content Validity Ratio (CVR) value is dependent on the number of expert panel members. For a panel of 12 experts, as utilized in this study, the critical CVR value at a significance level of p < 0.05 is 0.56. All items in the questionnaire exceeded this critical threshold, indicating acceptable content validity based on the number of experts involved.

Conclusion

The SPGP is a valid and reliable instrument for evaluating virtual education quality in Iranian medical schools. The findings provide a validated tool for institutional assessment and inform policymakers on prioritizing critical areas such as faculty development and technological infrastructure to enhance the quality of virtual medical education.