Medical Didactics and Education Research; DEMEDA (Department of Medical Education); Medical Faculty, University of Augsburg, Augsburg, Germany.
Pediatrics and Adolescent Medicine, University Hospital Augsburg, Augsburg, Germany.
Med Educ Online. 2024 Dec 31;29(1):2333618. doi: 10.1080/10872981.2024.2333618. Epub 2024 Mar 25.
Teacher identity is defined as a continuum of a person's self-conviction ('Identity is something I have') and a context-dependent action ('Identity is something I do in a context') (Lankveld et al. 2021). It has been identified a relevant contributor to physicians' teaching commitment. In this study, we further improve the currently only existing questionnaire instrument (37 items) measuring physicians' teacher identity.
Survey data on 147 clinicians at a German university hospital were (1) analyzed by confirmatory factor analysis (CFA). We tested (a) the model fits of the originally suggested scales and (b) potential for improvement of model fits by item reduction. As this could not reveal satisfactory fits for all scales, we (2) applied a principal axis factoring as an exploratory approach. Last, we combined findings from (1) and (2) with a theoretical item content discussion and suggest (3) reassembled scales which were again checked using CFA.
(1a) Two scales from the original instrument were successfully confirmed. (1b) Some scales benefited from item reduction. (2) The exploratory analysis identified three factors that explained at least 5% variance. (3) By integrating confirmatory and exploratory findings with a content analysis of the items, we propose a partially rearranged questionnaire instrument, comprising seven scales: (1) Feeling intrinsic satisfaction from teaching; (2) Feeling responsibility to teach; (3) Exchange of teaching experience; (4) Identification and enjoyment of the teaching role; (5) Development of teaching; (6) Teaching self-concept of ability; (7) Desired rewards for teaching. Four items were kept as single items.
We suggest that when assessing teacher identity in physicians, all items should be constructed to allow for responses, even from physicians who are presently not actively involved in teaching. The scales benefited from categorizing items based on the continuum of teacher identity as outlined by van Lankveld et al. (2021).
教师身份被定义为一个人的自我信念（“身份是我拥有的东西”）和情境相关行为（“身份是我在特定情境中所做的事情”）的连续体（Lankveld 等人，2021 年）。它被认为是医生教学承诺的一个重要贡献因素。在这项研究中，我们进一步改进了目前仅有的测量医生教师身份的问卷工具（37 项）。
对德国一所大学医院的 147 名临床医生的调查数据进行了（1）验证性因子分析（CFA）。我们检验了（a）最初建议的量表模型拟合度，以及（b）通过减少项目来提高模型拟合度的可能性。由于所有量表的拟合度都不理想，我们（2）采用了主轴因子分析作为探索性方法。最后，我们结合了（1）和（2）的结果以及理论项目内容讨论，并提出了（3）重新组合的量表，这些量表再次使用 CFA 进行了检查。
（1a）原始工具中的两个量表得到了成功确认。（1b）一些量表通过减少项目得到了改进。（2）探索性分析确定了至少能解释 5%方差的三个因素。（3）通过将验证性和探索性结果与项目内容分析相结合，我们提出了一个部分重新排列的问卷工具，包括七个量表：（1）从教学中获得内在满足感；（2）感到有教学的责任；（3）教学经验的交流；（4）认同并享受教学角色；（5）教学发展；（6）教学能力的自我概念；（7）对教学的期望回报。四个项目保留为单项。
我们建议，在评估医生的教师身份时，所有项目都应构建为允许即使是目前不积极参与教学的医生也能做出回应。这些量表受益于基于 van Lankveld 等人（2021 年）概述的教师身份连续体对项目进行分类。
