DEVELOPMENT OF A VALID AND A RELIABLE TOOL TO IDENTIFY PRESENCE OF ‘DUNNING KRUGER EFFECT’ IN STUDENTS
Main Article Content
Keywords
Dunning Kruger Effect, students, healthcare professionals, medical education, tool, instrument, validity, reliability
Abstract
Background: Dunning Kruger Effect is a failure of metacognition, self-awareness and self-perceptiveness in which people who are unaware of their incompetence in certain fields assume they are very much competent. This bias in medical students leads to inability of proper learning and later hampered medical practice. It is very important to identify such students and work towards eliminating this bias to improve their quality of education, skills and attitude. This study aims to develop a valid and a reliable instrument to identify presence of the Dunning Kruger Effect in students.
Methods: The study was multiphase mixed-method research divided into three phases. In phase 1 extensive literature review was done to identify themes and develop questions for the instrument. In phase 2, content validation and response process validation were established through purposive sampling. In Phase three, one hundred and forty participants participated in the exploratory factor analysis to establish the reliability of the instrument.
Results: During phase one, a preliminary list of twenty items was developed and refined under four theoretical constructs. During part one of phase two, these were sent for content validity index which led to omission of six items. In part two of phase two, response process validity was established and four items were rephrased. By the end of first two rounds, fourteen items were finalized for round three that is exploratory factor analysis. The sample size was adequate. Eigenvalue determined that two factors were extracted that were effective enough in representing all the characteristics or components highlighted by the stated fourteen variables. Component rotation divided the fourteen items into groups of eight and six.
Conclusion: Instrument formed has fourteen items under two components. It can be introduced in medical colleges to identify students with this bias so that extra effort can be put in the right direction to enhance their learning and knowledge.
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Dr Hania Rashid
Lecturer, Fazaia Medical College, Islamabad - Pakistan
Dr Rehan Ahmad Khan
MBBS, FCPS (CPSP-Pak), FRCS (RCSI_Ire), JM-HPE (Maastricht University- Ned), MSc HPE (University of Glasgow- UK), MHPE (Riphah International University), PhD Medical Education (Maastricht University - Ned), Dean Riphah Institute of Assessment / HOD and Professor of Surgery, IIMC-T, Riphah University, Chairperson Assessment Committee, Consultant /In-charge Laparoscopic Surgery, Railway Hospital, Rawalpindi - Pakistan
Dr Humaira Fayaz
MBBS, MHPE, FCPS, PGDE, Dip IBLM, PHD Scholar, Physiology department, Riphah International University, Islamabad - Pakistan