测量医生的教师身份 - - 一个问卷仪器的验证研究
Ann-Kathrin Schindler1, Mareike Schimmel2, Melissa Oezsoy1,3
1Medical Didactics and Education Research; DEMEDA (Department of Medical Education); Medical Faculty, University of Augsburg, Augsburg, Germany.
Medical education online
|March 25, 2024
概括
这项研究改进了一份问卷,以更好地衡量医生教师身份,这是他们对教学的承诺的一个关键因素. 改进的仪器包括七个尺度,评估医生的各个方面.
科学领域:
- 医学教育 医学教育
- 职业心理学专业的心理学
- 调查方法 调查方法
背景情况:
- 医生教师身份对于对教学的承诺至关重要.
- 医生教师身份的现有测量工具需要改进.
- 教师身份被概念化为自我信念和上下文依赖的行动的连续性.
研究的目的:
- 改进现有的37项调查问卷,用于测量医生教师身份.
- 开发一个更强大,更有效的工具来评估医生在教学角色中的参与.
主要方法:
- 使用确认因素分析 (CFA) 来测试原始秤.
- 探索了物品的减少,以改善模型的适合性.
- 作为一个探索性方法,主要轴因子被应用.
- 结果与理论内容分析相结合,重新组装秤.
主要成果:
- 证实了两个原来的天平;一些受益于项目减少.
- 探索性分析揭示了解释显著差异的三个因素.
- 提出了修订后的七个尺度问卷,包括满意度,责任,经验交流,角色识别,发展,自我概念和所需奖励等等级.
- 四个项目被保留为单个项目.
结论:
- 修订后的问卷提供了对医生教师身份的更细致的评估.
- 项目应包含目前不教授医生的回应.
- 沿着教师身份连续数对项目进行分类可以提高规模的有效性.
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