Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire
Abstract Introduction 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 questio...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04130-6 |
| _version_ | 1827983809376681984 |
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| author | Ali Asghar Hayat Karim Shateri Sepideh Kamalian Fard Elnaz Sabzi Shahr Babak Hatam Faraji Dehsorkhi |
| author_facet | Ali Asghar Hayat Karim Shateri Sepideh Kamalian Fard Elnaz Sabzi Shahr Babak Hatam Faraji Dehsorkhi |
| author_sort | Ali Asghar Hayat |
| collection | DOAJ |
| description | Abstract Introduction 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. Methods 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. Results 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. Conclusion 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. |
| first_indexed | 2024-04-09T22:52:00Z |
| format | Article |
| id | doaj.art-c526fd8f051b49dca6ced5345b0d99bd |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-09T22:52:00Z |
| publishDate | 2023-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c526fd8f051b49dca6ced5345b0d99bd2023-03-22T11:37:04ZengBMCBMC Medical Education1472-69202023-03-012311910.1186/s12909-023-04130-6Psychometric properties of the persian version of the physician teaching self-efficacy questionnaireAli Asghar Hayat0Karim Shateri1Sepideh Kamalian Fard2Elnaz Sabzi Shahr Babak3Hatam Faraji Dehsorkhi4Clinical Education Research Center, Faculty of Medicine, Shiraz University of Medical SciencesDepartment of Primary Education, Abdanan Center, Islamic Azad UniversityShiraz University of Medical SciencesShiraz University of Medical SciencesEducational Management, Shahid Bahonar UniversityAbstract Introduction 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. Methods 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. Results 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. Conclusion 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.https://doi.org/10.1186/s12909-023-04130-6Teaching self-efficacyMotivationClinical teachingPsychometric properties |
| spellingShingle | Ali Asghar Hayat Karim Shateri Sepideh Kamalian Fard Elnaz Sabzi Shahr Babak Hatam Faraji Dehsorkhi Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire BMC Medical Education Teaching self-efficacy Motivation Clinical teaching Psychometric properties |
| title | Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire |
| title_full | Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire |
| title_fullStr | Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire |
| title_full_unstemmed | Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire |
| title_short | Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire |
| title_sort | psychometric properties of the persian version of the physician teaching self efficacy questionnaire |
| topic | Teaching self-efficacy Motivation Clinical teaching Psychometric properties |
| url | https://doi.org/10.1186/s12909-023-04130-6 |
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