Pololi Linda H, McNamara Tay, Brimhall-Vargas Mark, Gibbs Brian T, Cooper Lisa A, Brennan Robert T
National Initiative on Gender, Culture and Leadership in Medicine: C-Change, Institute for Economic and Racial Equity, The Heller School for Social Policy and Management, Brandeis University, Waltham, Massachusetts, United States of America.
University of Massachusetts Health, Worcester, Massachusetts, United States of America.
J Health Equity. 2025;2(1). doi: 10.1080/29944694.2025.2485439. Epub 2025 Apr 9.
Diverse perspectives are considered essential for achieving the best science and education in biomedicine. To evaluate attitudes and abilities necessary to achieve the benefits of drawing on diverse perspectives, we assessed five novel metrics: Valuing Diversity: Attitudes and Behaviors, Antisexism and Antiracism Skills, Change Agency for Equity, Identity Self-Awareness, and Cognitive Empathy.
Using the C-Change Faculty Survey we surveyed faculty in medical and other health profession schools. Psychometric evaluation included: internal consistency, exploratory factor analysis, multiple indicator multiple causes (MIMIC) modeling, item response theory (IRT) analysis, and differential item functioning (DIF) analysis.
Sample: 3,724 faculty at medical schools and 591 at other health profession schools; male: 2,193; female: 1,901; 757 were underrepresented by race and ethnicity; 3,290 faculty were adequately represented; mean response rate: 60%. All five scales showed excellent internal consistency. Each scale was well characterized by a unitary factor. MIMIC analysis on three scales demonstrated a three-factor structure. IRT demonstrated strong measurement properties, although DIF between underrepresented and non-underrepresented groups, and males and females was evident.
The conceptual model presented and these psychometrically strong scales will prove useful for institutions looking to evaluate objectively faculty intercultural competence and address health equity.
不同的观点被认为是在生物医学领域取得最佳科学成果和教育水平的关键。为了评估从不同观点中获益所需的态度和能力，我们评估了五个新指标：重视多样性：态度与行为、反性别歧视和反种族主义技能、促进公平的变革能力、身份自我认知以及认知同理心。
我们使用C-Change教师调查问卷对医学院和其他健康专业院校的教师进行了调查。心理测量评估包括：内部一致性、探索性因素分析、多指标多原因（MIMIC）建模、项目反应理论（IRT）分析以及差异项目功能（DIF）分析。
样本：医学院3724名教师，其他健康专业院校591名教师；男性2193名；女性1901名；757名在种族和族裔方面代表性不足；3290名教师代表性充足；平均回复率：60%。所有五个量表均显示出出色的内部一致性。每个量表都由一个单一因素很好地描述。对三个量表的MIMIC分析显示出三因素结构。IRT显示出强大的测量特性，尽管代表性不足和代表性充足群体之间以及男性和女性之间存在明显的DIF。
所提出的概念模型以及这些心理测量强大的量表将被证明对希望客观评估教师跨文化能力并解决健康公平问题的机构有用。
