Open AccessCross-cultural adaptation of the Fresno Test for Turkish language
Author(s) -
Özlem Serpil Çakmakkaya,
Ayşe Batı,
Kerstin Kolodzie
Publication year - 2021
Publication title -
plos one
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.99
H-Index - 332
ISSN - 1932-6203
DOI - 10.1371/journal.pone.0245195
Subject(s) - turkish , intraclass correlation , test (biology) , cronbach's alpha , medicine , cross cultural , kappa , validity , reliability (semiconductor) , psychology , cohen's kappa , medical education , psychometrics , clinical psychology , statistics , political science , mathematics , geometry , law , paleontology , philosophy , linguistics , power (physics) , physics , quantum mechanics , biology
Objective National and international medical organizations and boards have recognized the importance of Evidence Based Medicine (EBM) and emphasized that EBM training should be included in medical education programs. Although some Turkish medical schools have developed and implemented EBM training programs, no validated Turkish language assessment tool has been available to compare the effectiveness of these training programs to national or international standards. The aim of this study is to cross-culturally adapt the Fresno Test, which is a validated English language tool utilized worldwide in the assessment of EBM training. Methods This study is a cross-sectional validation study, which was performed in two stages: Cross-cultural adaptation of the Fresno Test into Turkish; and evaluation of the psychometric properties, validity, reliability and responsiveness, of the Turkish version of the Fresno Test. Results The content validity of the test was evaluated by experienced physicians in the field of Evidence-Based Medicine, and the content validity index was 1.00. The Cronbach α coefficient was 0.78 on the post-test results. The intraclass correlation (ICC) coefficient and the kappa analysis were calculated to evaluate inter-rater reliability. The ICC coefficients ranged from 0.66 to 0.97 for pre- and post-test results. The Kappa coefficients were 1.00 for all pre-test and post-test questions except one post-test question which was 0.89. The change score of the Fresno Test was used to evaluate responsiveness. The students' score of the Turkish Fresno Test was 49.9 ±18.2 pre-training and 118.9 ±26.3 post-training with a change of 69 points (95% CI, 63.9–74.2). The Cohen’s effect size was 3.04 (95% CI, 2.6–3.5) indicating a very large change in scores. Conclusions The Turkish adapted Fresno Test used to evaluate students’ success and program effectiveness is a valid and reliable measurement tool. It will be of great benefit for the comparison of the effectiveness of Turkish education programs nationally and cross-culturally.