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Background <p>Benign paroxysmal positional vertigo (BPPV) is the most prevalent vestibular disorder in clinical practice, yet its diagnosis and management remain challenging for trainees due to their procedural and interpretation-dependent nature. Existing teaching approaches are often variable, lack standardisation, and provide limited support for skill acquisition. While multimedia learning is increasingly adopted in medical education, few resources are systematically developed and rigorously validated, particularly in vestibular training. This study aimed to develop and validate the content and face validity of the SMART-BPPV multimedia learning tool for BPPV education.</p> Methods <p>This methodological study followed the ADDIE instructional design framework. After completion of the analysis, design, and development phases, the module underwent structured content and face validation. Seven experts in otorhinolaryngology and audiology assessed content relevance and clarity using a 4-point scale. Item- and scale-level Content Validity Indices (I-CVI, S-CVI/Ave) and chance-corrected agreement statistics were calculated. Face validity was evaluated by 30 medical officers assessing clarity, usability, and relevance.</p> Results <p>The module demonstrated excellent content validity (S-CVI/Ave = 0.987; I-CVI = 0.857–1.000; k* = 0.848–1.000). Interrater agreement using Gwet’s AC1 was near-perfect (0.976), while Fleiss’ κ (− 0.01) reflected the known paradox associated with highly uniform ratings. Face validity was similarly high (S-FVI/Ave = 0.999; I-FVI = 0.967–1.000). Qualitative feedback consistently highlighted clarity, logical organisation, and effective visual design, with minor refinements incorporated.</p> Conclusions <p>SMART-BPPV demonstrated excellent content and face validity, supporting its suitability as a structured educational resource for introductory BPPV education. Future studies should evaluate its impact on knowledge acquisition and procedural performance.</p>

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Development and validation of the SMART-BPPV: a multimedia learning module for BPPV education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月1日

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  • Alex Zxi Jian Ho,
  • Saiful Adli Jamaluddin,
  • Ahmad Hafizuddin Johari,
  • Iylia Ajmal Othman

摘要

Background

Benign paroxysmal positional vertigo (BPPV) is the most prevalent vestibular disorder in clinical practice, yet its diagnosis and management remain challenging for trainees due to their procedural and interpretation-dependent nature. Existing teaching approaches are often variable, lack standardisation, and provide limited support for skill acquisition. While multimedia learning is increasingly adopted in medical education, few resources are systematically developed and rigorously validated, particularly in vestibular training. This study aimed to develop and validate the content and face validity of the SMART-BPPV multimedia learning tool for BPPV education.

Methods

This methodological study followed the ADDIE instructional design framework. After completion of the analysis, design, and development phases, the module underwent structured content and face validation. Seven experts in otorhinolaryngology and audiology assessed content relevance and clarity using a 4-point scale. Item- and scale-level Content Validity Indices (I-CVI, S-CVI/Ave) and chance-corrected agreement statistics were calculated. Face validity was evaluated by 30 medical officers assessing clarity, usability, and relevance.

Results

The module demonstrated excellent content validity (S-CVI/Ave = 0.987; I-CVI = 0.857–1.000; k* = 0.848–1.000). Interrater agreement using Gwet’s AC1 was near-perfect (0.976), while Fleiss’ κ (− 0.01) reflected the known paradox associated with highly uniform ratings. Face validity was similarly high (S-FVI/Ave = 0.999; I-FVI = 0.967–1.000). Qualitative feedback consistently highlighted clarity, logical organisation, and effective visual design, with minor refinements incorporated.

Conclusions

SMART-BPPV demonstrated excellent content and face validity, supporting its suitability as a structured educational resource for introductory BPPV education. Future studies should evaluate its impact on knowledge acquisition and procedural performance.