Clinical Education Research Center, Faculty of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Primary Education, Abdanan Center, Islamic Azad University, Abdanan, Iran.
BMC Med Educ. 2023 Mar 15;23(1):163. doi: 10.1186/s12909-023-04130-6.
Theories and numerous empirical studies indicate teaching performance and students' learning progress are affected by teaching self-efficacy. Therefore, the present study examines the psychometric properties of the Persian version of the physician teaching self-efficacy questionnaire.
The 16-item physician teaching self-efficacy questionnaire was translated from English to Persian and back-translated to English and then administered to 242 medical teachers from six medical universities. To assess construct validity, researchers made use of confirmatory factor analysis. To check the reliability and validity of the physician teaching self-efficacy questionnaire, we used internal consistency, discriminant, convergent, and criterion validity.
PLS-SEM results substantiated the original three factor structure of the questionnaire which is dyadic, triadic, and self-regulation. For all sub-scales, internal consistency- measured by Cronbach's alpha and composite reliability, convergent validity- measured by factor loading and AVE, and discriminant validity- measured by cross-loading, Fornell-Larcker, and HTMT metrics- confirmed the construct reliability and validity of the questionnaire. A positive correlation was, also, fund between teaching motivation and experience with the physician teaching self-efficacy questionnaire scales, proving the criterion validity of the questionnaire.
The Persian version of physician teaching self-efficacy questionnaire is a valid, highly reliable, and multidimensional tool to measure physicians' clinical teaching self-efficacy working in medical universities.
理论和大量实证研究表明，教学表现和学生的学习进展受到教学自我效能感的影响。因此，本研究检验了医师教学自我效能感问卷的波斯语版本的心理测量特性。
16 项医师教学自我效能感问卷从英语翻译为波斯语，再从波斯语翻译回英语，然后在六所医科大学的 242 名医学教师中进行测试。为了评估结构效度，研究人员使用了验证性因素分析。为了检查医师教学自我效能感问卷的信度和效度，我们使用了内部一致性、判别、收敛和标准效度。
PLS-SEM 结果证实了问卷的原始三因素结构，即对偶、三元和自我调节。对于所有子量表，内部一致性——通过 Cronbach's alpha 和综合可靠性来衡量、收敛效度——通过因子负荷和 AVE 来衡量、以及判别效度——通过交叉加载、Fornell-Larcker 和 HTMT 指标来衡量，均证实了问卷的结构可靠性和有效性。教学动机和经验与医师教学自我效能感问卷量表之间也存在正相关，证明了问卷的标准效度。
医师教学自我效能感问卷的波斯语版本是一种有效的、高度可靠的、多维度的工具，可用于衡量在医科大学工作的医生的临床教学自我效能感。
