Parker Rhiannon B, Parker Philip D, Larkin Theresa, Cockburn Jon
University of Wollongong, Northfields Ave, Wollongong, NSW, 2522, Australia.
Institute of Positive Psychology and Education, Australian Catholic University, 25A Barker Road, Strathfield, Australia.
BMC Med Educ. 2016 Sep 29;16(1):251. doi: 10.1186/s12909-016-0774-2.
Gender bias within medical education is gaining increasing attention. However, valid and reliable measures are needed to adequately address and monitor this issue. This research conducts a psychometric evaluation of a short multidimensional scale that assesses medical students' awareness of gender bias, beliefs that gender bias should be addressed, and experience of gender bias during medical education.
Using students from the University of Wollongong, one pilot study and two empirical studies were conducted. The pilot study was used to scope the domain space (n = 28). This initial measure was extended to develop the Gender Bias in Medical Education Scale (GBMES). For Study 1 (n = 172), confirmatory factor analysis assessed the construct validity of the three-factor structure (awareness, beliefs, experience) and enabled deletion of redundant items. Study 2 (n = 457) tested the generalizability of the refined scale to a new sample. Combining Study 1 and 2, invariance testing for program of study and gender was explored. The relationship of the GBMES to demographic and gender politics variables was tested. The results were analyzed in R using confirmatory factor analysis and Multiple-Indicator-Multiple-Indicator-Cause models.
After analysis of the responses from the original 16-item GBMES (Study 1), a shortened measure of ten items fitted the data well (RMSEA = .063; CFI = .965; TLI = .951; Mean R-square of items = 58.6 %; reliability: .720-.910) and was found to generalize to a new sample in Study 2 (RMSEA = .068; CFI = .952; TLI = .933; Mean R-square of items = 55.9 %; reliability: .711-.892). The GBMES was found to be invariant across studies, gender, and program of study. Female students and those who supported gender equality had greater agreement for each of the factors. Likewise, postgraduate students reported higher scores on experience of gender bias than undergraduate students.
The GBMES provides a validated short multidimensional measure for use in research and policy. Given its good reliability across different target populations and its concise length, the GBMES has much potential for application in research and education to assess students' attitudes towards gender bias.
医学教育中的性别偏见日益受到关注。然而，需要有效且可靠的措施来充分应对和监测这一问题。本研究对一个简短的多维量表进行了心理测量评估，该量表用于评估医学生对性别偏见的认知、认为应解决性别偏见的信念以及在医学教育过程中遭遇性别偏见的经历。
以卧龙岗大学的学生为研究对象，开展了一项预试验研究和两项实证研究。预试验研究用于界定领域范围（n = 28）。在此初始测量的基础上进行扩展，开发出了《医学教育中的性别偏见量表》（GBMES）。在研究1（n = 172）中，验证性因素分析评估了三因素结构（认知、信念、经历）的结构效度，并得以删除冗余项目。研究2（n = 457）检验了优化后量表在新样本中的可推广性。综合研究1和研究2，探讨了量表在学习项目和性别方面的不变性检验。检验了GBMES与人口统计学和性别政治变量之间的关系。使用验证性因素分析和多指标多因模型在R软件中对结果进行分析。
对最初的16项GBMES（研究1）的回答进行分析后，一个由10项组成的简化量表与数据拟合良好（RMSEA = 0.063；CFI = 0.965；TLI = 0.951；各项目平均决定系数 = 58.6%；信度：0.720 - 0.910），并且在研究2中发现其可推广到新样本（RMSEA = 0.068；CFI = 0.952；TLI = 0.933；各项目平均决定系数 = 55.9%；信度：0.711 - 0.892）。发现GBMES在不同研究、性别和学习项目中具有不变性。女生以及支持性别平等的学生对各因素的认同度更高。同样，研究生在性别偏见经历方面的得分高于本科生。
GBMES为研究和政策制定提供了一个经过验证的简短多维测量工具。鉴于其在不同目标人群中具有良好的信度且篇幅简洁，GBMES在研究和教育中具有很大的应用潜力，可用于评估学生对性别偏见的态度。
