Table 4 Inter-rater reliability of MPARS
From: Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?
| Â | Reliability | Validity | ||
|---|---|---|---|---|
No | Constructive activity | Kappa | P | corrected item- total correlation |
1 | Students were able to make adequate summaries | 0.147 | 0.000 | 0.85 |
2 | Students were able to make a distinction between the main and side issues in the subject matter | 0.157 | 0.000 | 0.77 |
3 | Students asked critical questions | 0.078 | 0.020 | 0.77 |
4 | Students corrected misconceptions about the subject matter | 0.156 | 0.000 | 0.78 |
5 | Students contributed to a better understanding of the subject | 0.094 | 0.026 | 0.72 |
| Â | Collaborative activity | |||
6 | Students had a positive influence on the group | 0.154 | 0.000 | 0.83 |
7 | Students felt responsible for the group | 0.108 | 0.000 | 0.75 |
8 | Students promoted collaboration between group members | 0.057 | 0.018 | 0.65 |
9 | Students were willing to share their information | 0.179 | 0.000 | 0.84 |
10 | Students were committed to the group | 0.046 | 0.047 | 0.71 |