Reliability, Validity, and Responsiveness of The Turkish Version of The Interpersonal Communication Questionnaire in Physiotherapy Students
Interpersonal communication questionnaire in physiotherapy
Abstract views: 277
/ 
PDF downloads: 126
DOI:
https://doi.org/10.5281/zenodo.8207388Keywords:
Physiotherapy Students, Communication, Anxiety, Confidence, Interpersonal Communication Skills Questionnaire, Simulated PatientAbstract
The purpose of this study is to investigate the psychometric properties including validity, reliability and responsiveness of the Interpersonal Communication Skills Questionnaire (ICQ). ICQ was translated into Turkish as described in international guidelines, and the study enrolled 55 second-year physiotherapy students. Cronbach α was used to assess internal consistency. Intraclass correlation coefficient (ICC) was used to estimate the test–retest reliability. Construct validity was analyzed with Interpersonal Communication Competence Inventory (ICCI) and the visual analog scale (VAS)-anxiety, stress and confidence (0-10, Likert). Turkish version of the ICQ was found to have acceptable to excellent internal consistency (Cronbach's α coefficient=0.701–911) and very good test–retest reliability (ICC=0.753–0.772). Construct validity of the ICQ was found to be correlated with empathy skill dimension in the ICCI [communication anxiety (r=0.396, p=0.020), communication confidence (r=-0.446, p= 0.008)]. VAS-anxiety, stress and confidence outcomes were found to be moderately correlated with both subscales of the ICQ (r=-0.490-0.631; p=0.008-<0.001). The current study showed the ICQ to have acceptable validity, reliability and responsivity for physiotherapy students. The ICQ also showed that simulated patient interaction prior to clinical placement resulted in improved communication confidence and decreased anxiety among second-year physiotherapy students.
References
Adamo, G. (2003). Simulated and standardized patients in OSCEs: achievements and challenges 1992-2003. Medical teacher, 25(3), 262-270.
Alaca, N., Çağrı Aslan, D., Alaca, İ., & Yüksel, M. (2022). The psychometric properties of the Turkish version of the pectus carinatum body image quality of life questionnaire. Pediatric Surgery International, 38(6), 833-842.
Alaca, N., Feyzioğlu, Ö., Selami, M., & Timuçin, E. (2020). Translation of the Re-injury Anxiety Inventory into Turkish and Assessment of its Psychometric Properties. Turkiye Klinikleri Journal of Sports Sciences, 12(3).
Alaca N. , S. E. E., Çağrı D. , Feyzioğlu Ö. (2020). FİZYOTERAPİ VE REHABİLİTASYON EĞİTİMİNDE SİMÜLE HASTA KULLANIMININ ÖĞRENME MOTİVASYONU VE ÖĞRENCİ GERİ BİLDİRİMLERİNE ETKİSİ: RANDOMİZE KONTROLLÜ ÇALIŞMA. . Türk Fizyoterapi ve Rehabilitasyon Dergisi., 31(3), 307-315.
Barrows, H. S. (1993). An overview of the uses of standardized patients for teaching and evaluating clinical skills. Academic Medicine-Philadelphia-, 68, 443-443.
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
Black, B., & Marcoux, B. C. (2002). Feasibility of using standardized patients in a physical therapist education program: a pilot study. Journal of physical therapy education, 16(2), 49.
Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: AcademicPress.
Connell, K. J., Sinacore, J. M., Schmid, F. R., Chang, R. W., & Perlman, S. G. (1993). Assessment of clinical competence of medical students by using standardized patients with musculoskeletal problems. Arthritis & Rheumatism: Official Journal of the American College of Rheumatology, 36(3), 394-400.
Cunningham, S., Foote, L., Sowder, M., & Cunningham, C. (2018). Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment. Journal of Interprofessional Care, 32(3), 395-398.
Çikrikci, Ö., & Çinpolat, E. Kişilerarası İletişim Yetkinliği Envanteri’nin (KİYE) Türkçeye Uyarlanması. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 757-775.
Dalwood, N., Maloney, S., Cox, N., & Morgan, P. (2018). Preparing Physiotherapy students for clinical placement: student perceptions of low-cost peer simulation. A mixed-methods study. Simulation in Healthcare, 13(3), 181-187.
De Vet, H. C., Terwee, C. B., & Bouter, L. M. (2003). Current challenges in clinimetrics. Journal of clinical epidemiology, 56(12), 1137-1141.
Gallasch, D., Conlon-Leard, A., Hardy, M., Phillips, A., Van Kessel, G., & Stiller, K. (2022). Variable levels of stress and anxiety reported by physiotherapy students during clinical placements: a cohort study. Physiotherapy, 114, 38-46.
Haydon III, R., Donnelly, M., Schwartz, R., Strodel, W., & Jones, R. (1994). Use of standardized patients to identify deficits in student performance and curriculum effectiveness. The American journal of surgery, 168(1), 57-65.
Health, & Council, C. P. (2013). Standards of proficiency: physiotherapists: HCPC.
Hojat, M., Erdmann, J. B., & Gonnella, J. S. (2013). Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79. Medical teacher, 35(7), e1267-e1301.
Huang, Y.-C., & Lin, S.-H. (2018). An inventory for assessing interpersonal communication competence of college students. British Journal of Guidance & Counselling, 46(4), 385-401.
Jacob, T., & Einstein, O. (2017). Academic achievement, perceived stress, admission data, and Sociodemographic background among therapy students in Israel. Journal of allied health, 46(2), 72-78.
Jefferies, D., Glew, P., Karhani, Z., McNally, S., & Ramjan, L. M. (2021). The educational benefits of drama in nursing education: A critical literature review. Nurse Education Today, 98, 104669.
Jones, A. (2019). Assessing effective communication skills in students during clinical education. Hong Kong Physiotherapy Journal, 39(1), i.
Judd, B. K., Alison, J. A., Waters, D., & Gordon, C. J. (2016). Comparison of psychophysiological stress in physiotherapy students undertaking simulation and hospital-based clinical education. Simulation in Healthcare, 11(4), 271-277.
Kulunkoglu, B. A., & Celik, D. (2019). Reliability and validity of the Turkish version of foot and ankle ability measure for patients with chronic ankle disability. The Journal of Foot and Ankle Surgery, 58(1), 38-41.
Kwong, A. Y. Y. (2011). Using a standardized communication tool SBAR to improve LVN students' shift reporting.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. biometrics, 159-174.
Lesage, F.-X., Berjot, S., & Deschamps, F. (2012). Clinical stress assessment using a visual analogue scale. Occupational medicine, 62(8), 600-605.
Lewis, M., Bell, J., & Asghar, A. (2008). Use of simulated patients in development of physiotherapy students' interpersonal skills. International Journal of Therapy and Rehabilitation, 15(5), 221-229.
Luck, J., & Peabody, J. W. (2002). Using standardised patients to measure physicians' practice: validation study using audio recordings. BMj, 325(7366), 679.
Macauley, K., Plummer, L., Bemis, C., Brock, G., Larson, C., & Spangler, J. (2018). Prevalence and predictors of anxiety in healthcare professions students. Health Professions Education, 4(3), 176-185.
Mai, J. A., Stern, D. F., Hollman, J. H., Melzer, B. A., Thiele, A. K., & Rosenthal, R. S. (2014). Examining the impact of an integrated clinical experience (ICE) on interpersonal skills prior to the first, full-time clinical internship: Cool as ICE. Journal of physical therapy education, 28(3), 81-97.
Marx, R. G., Menezes, A., Horovitz, L., Jones, E. C., & Warren, R. F. (2003). A comparison of two time intervals for test-retest reliability of health status instruments. Journal of clinical epidemiology, 56(8), 730-735.
May, W. W., Morgan, B. J., Lemke, J. C., Karst, G. M., & Stone, H. L. (1995). Model for ability-based assessment in physical therapy education. Journal of physical therapy education, 9(1), 3-6.
Nunnally, J. C. (1994). Psychometric theory 3E: Tata McGraw-hill education.
Parry, R. H. (2004). Communication during goal-setting in physiotherapy treatment sessions. Clinical rehabilitation, 18(6), 668-682.
Physiotherapy and Rehabilitation Core Training Program. (2016). Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdekegitimi-programlari/fizyotreapi_cekirdek_egitim_programi.pdf. . https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdekegitimi-programlari/fizyotreapi_cekirdek_egitim_programi.pdf.
Pilnick, A., Trusson, D., Beeke, S., O’Brien, R., Goldberg, S., & Harwood, R. H. (2018). Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review. BMC medical education, 18(1), 1-10.
Polat, G., Çelik, D., Çil, H., Erdil, M., & Aşık, M. (2017). Evidence for reliability, validity and responsiveness of Turkish version of Hip Outcome Score. Acta Orthopaedica et Traumatologica Turcica, 51(4), 319-324.
R, K. (2006). Outcome measures Understanding Health Care Outcomes Research: Jones & Bartlett Learning.
Ratner, B. (2009). The correlation coefficient: Its values range between+ 1/− 1, or do they? Journal of targeting, measurement and analysis for marketing, 17(2), 139-142.
Roberts, F., & Cooper, K. (2019). Effectiveness of high fidelity simulation versus low fidelity simulation on practical/clinical skill development in pre-registration physiotherapy students: a systematic review. JBI Evidence Synthesis, 17(6), 1229-1255.
Roberts, L., & Bucksey, S. J. (2007). Communicating with patients: what happens in practice? Physical Therapy, 87(5), 586-594.
Sanson‐Fisher, R., & Poole, A. D. (1980). Simulated patients and the assessment of medical students' interpersonal skills. Medical Education, 14(4), 249-253.
Swain, N., & Gale, C. (2014). A communication skills intervention for community healthcare workers reduces perceived patient aggression: A pretest-postest study. International Journal of Nursing Studies, 51(9), 1241-1245.
Terwee, C. B., Bot, S. D., de Boer, M. R., van der Windt, D. A., Knol, D. L., Dekker, J., . . . de Vet, H. C. (2007). Quality criteria were proposed for measurement properties of health status questionnaires. Journal of clinical epidemiology, 60(1), 34-42.
Terwee, C. B., Mokkink, L. B., Knol, D. L., Ostelo, R. W., Bouter, L. M., & de Vet, H. C. (2012). Rating the methodological quality in systematic reviews of studies on measurement properties: a scoring system for the COSMIN checklist. Quality of life research, 21(4), 651-657.
Thom, D. H., Kravitz, R. L., Bell, R. A., Krupat, E., & Azari, R. (2002). Patient trust in the physician: relationship to patient requests. Family practice, 19(5), 476-483.
Thomson, D., Boyle, D., Legg, C., Owen, M., Newman, M., & Cole, M.-J. (2014). Clinical placements: The perspectives of UK physiotherapy students on how prepared they were by their university for their first clinical placements: An example of one HEI. International Journal of Practice-based Learning in Health and Social Care, 2(1), 69-79.
Trachtenberg, F., Dugan, E., & Hall, M. A. (2005). How patients' trust relates to their involvement in medical care. Journal of Family Practice, 54(4), 344-354.
Uslu Y, v. G. M. (2019). Standardized patient use in nursing education. Kastamonu Education Journal 27(1), 271-280.
Walsh, I. K., & Murphy, P. (2017). Healtheatre: drama and medicine in concert. Paper presented at the Healthcare.
WJ, P. (1978). Criterion-referenced assessment. Englewood Cliffs (NJ). Paper presented at the Prentice-Hall.
Wykurz, G., & Kelly, D. (2002). Developing the role of patients as teachers: literature review. BMj, 325(7368), 818-821.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 GEVHER NESIBE JOURNAL OF MEDICAL AND HEALTH SCIENCES
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal is licensed under a 