Hojat Mohammadreza, Veloski J Jon, Gonnella Joseph S
Department of Psychiatry and Human Behavior, Center for Research in Medical Education and Health Care, Jefferson Medical College, Philadelphia, Pennsylvania 19107-5083, USA.
Acad Med. 2009 Aug;84(8):1066-74. doi: 10.1097/ACM.0b013e3181acf25f.
To examine the psychometric properties and correlates of an instrument to measure physicians' orientation toward lifelong learning with attention to differences between full-time and academic clinicians.
The authors mailed a survey in 2006 to a national sample of 5,349 alumni of Jefferson Medical College who graduated between 1975 and 2000; 3,195 (60%) responded. The respondents were classified as full-time clinicians (n = 1,127) and academic clinicians (n = 1,612). The other 456 respondents were involved in administration or research. The revised Jefferson Scale of Physician Lifelong Learning (JeffSPLL) was included in the survey. Factor analysis, regression analysis, and analysis of variance were used to examine the construct- and criterion-related validities of the scale.
Factor analysis of the JeffSPLL items resulted in three factors designated as "learning beliefs and motivation," "attention to learning opportunities," and "skills in seeking information," which supported its construct validity. Alpha reliability coefficients were 0.85 and 0.86, and test-retest reliability coefficients were 0.72 and 0.77 for full-time clinicians and academic clinicians, respectively. For full-time clinicians and academic clinicians, scores on the JeffSPLL were significantly (P < .01) correlated with measures of learning motivation, professional accomplishments, career satisfaction, and commitment to lifelong learning, which supported the criterion-related validity of the scale.
The findings indicate that the JeffSPLL is a psychometrically sound instrument that measures physicians' orientation toward lifelong learning among full-time clinicians and academic clinicians. The instrument can be used to monitor educational programs, assess educational outcomes, and examine group differences.
检验一种用于测量医生终身学习倾向的工具的心理测量特性及其相关因素，并关注全职临床医生和学术型临床医生之间的差异。
作者于2006年向杰斐逊医学院1975年至2000年间毕业的5349名校友全国样本邮寄了调查问卷；3195人（60%）回复。受访者分为全职临床医生（n = 1127）和学术型临床医生（n = 1612）。其他456名受访者从事管理或研究工作。修订后的杰斐逊医生终身学习量表（JeffSPLL）包含在调查问卷中。采用因子分析、回归分析和方差分析来检验该量表的结构效度和效标效度。
对JeffSPLL项目的因子分析产生了三个因子，分别命名为“学习信念与动机”、“对学习机会的关注”和“获取信息的技能”，这支持了其结构效度。全职临床医生和学术型临床医生的α信度系数分别为0.85和0.86，重测信度系数分别为0.72和0.77。对于全职临床医生和学术型临床医生，JeffSPLL得分与学习动机、专业成就、职业满意度和终身学习承诺的测量结果显著相关（P <.01），这支持了该量表的效标效度。
研究结果表明，JeffSPLL是一种心理测量学上可靠的工具，可用于测量全职临床医生和学术型临床医生的终身学习倾向。该工具可用于监测教育项目、评估教育成果和检验群体差异。
