Revision and validation of professional identity scale for medical students

doi:10.3760/cma.j.cn115259-20230511-00482

Abstract

Abstract: Objective To revise and validate the a professional identity scale for medical students and conduct preliminary validation. Methods From November 2019 to May 2020, a scale item pool was formed based on social identity theory and previous research results on professional identity, combined with literature content analysis and project group discussion. The scale dimensions and items were added and subtraction through expert review to determine the scale of professional identity for medical students. In June 2020, a large sample of 5 807 medical students from 4 universities in Heilongjiang Province was tested by cluster sampling. Kronbach coefficient, split half reliability and factor analysis were used to test the reliability and validity of the scale. The present status of professional identity of medical students was analyzed. Results The professional identity scale of medical students was composed of 27 items in 6 dimensions, including professional cognition, professional emotions, professional commitment, professional behavior, professional expectations, and professional values. The total score of the scale is 162 points. Cronbach′s coefficients of each dimension were 0.81-0.94, the split reliability was 0.72-0.91. The cumulative variance contribution rate reached 82.32% after extracting six common factors by principal component analysis. The total score of professional identity of medical students was (134.24±21.53) points, which was at a medium high level, and the average score of professional behavior dimension was (29.02±5.31) points. Conclusions The professional identity scale of medical students has good reliability and validity, and can reasonably reflect the status quo of professional identity of medical students.

Key words: Clinical medicine, Students, medical, Professional identity, Scale, Reliability, Validity

CLC Number:

Feng Yajie, Zou Dandan, Wang Chen, Zhao Juan, Li Yuze, Zhang Huanyu, Liu Junping, Liu Zhixin, Wang Nan, Liang Libo. Revision and validation of professional identity scale for medical students[J]. Chinese Journal of Medical Education, 2024, 44(5): 391-396.

References

[1] McGowen, KR, Hart LE. Still different afterall these years: gender differences in professional identity formation[J]. Professional Psychology: Research and Practice, 1990,21(2):118-123. DOI:10.1037/0735-7028.21.2.118.
[2] 江静敏, 甘宓, 朱琳, 等. 新型冠状病毒肺炎疫情期间规范化培训护士职业认同感及相关因素研究[J].成都医学院学报,2020,15(3):289-292. DOI: 10.3969/j.issn.1674-2257.2020.03.004.
[3] 周培森, 杨晨斌, 李章平, 等. COVID-19疫情下订单定向全科医学生参与情况及其对职业认同感的影响[J].温州医科大学学报,2020,50(4):272-277,284. DOI: 10.3969/j.issn.2095-9400.2020.04.004.
[4] Goroll AH. Primary care ″provider″ and professional identity-reply[J]. JAMA, 2016,316(13):1412. DOI: 10.1001/jama.2016.9784.
[5] 用关爱向奋战在一线的医务人员致敬[N]. 银川日报,2020-03-01(001).
[6] Lien SS, Kosik RO, Fan AP, et al. 10-year trends in the production and attrition of Chinese medical graduates: an analysis of nationwide data[J]. Lancet, 2016, 388(Suppl 1):S11.
[7] Taking China′s health professional education into the future[J]. Lancet, 2014,384(9945):715. DOI: 10.1016/S0140-6736(14)61420-3.
[8] 周建娅, 阮柯欣, 周建英. 新冠疫情下谈医学生的职业精神塑造[J].中国高等医学教育,2020(5):20-21. DOI: 10.3969/j.issn.1002-1701.2020.05.009.
[9] 李亚萍, 朱建宏, 王沐淇, 等. 医学生新冠肺炎认知情况及疫情对医学生心理状态和职业认同感的影响[J].中国医学教育技术,2020,34(6):699-703,707. DOI: 10.13566/j.cnki.cmet.cn61-1317/g4.202006004.
[10] 张小璐, 乔鹏飞. 医学专业学生对新冠肺炎疫情的认知及职业认同感研究——基于内蒙古自治区两所医学院在校医学生的调查[J].内蒙古师范大学学报(教育科学版),2020,33(4):53-57. DOI: 10.3969/j.issn.1671-0916.2020.04.009.
[11] 何学建, 王法琴. 基于社会认同理论医学生职业认同形成研究[J].当代医学,2017,23(30):183-184. DOI: 10.3969/j.issn.1009-4393.2017.30.089.
[12] Willetts G, Clarke D. Constructing nurses′ professional identity through social identity theory[J]. IntJ Nurs Pract, 2014,20(2):164-169. DOI: 10.1111/ijn.12108.
[13] 张淑华, 李海莹, 刘芳. 身份认同研究综述[J].心理研究,2012,5(1):21-27.
[14] 宋广文, 魏淑华. 影响教师职业认同的相关因素分析[J].心理发展与教育,2006,22(1):80-86. DOI: 10.3969/j.issn.1001-4918.2006.01.016.
[15] 刘伟, 梁立波, 陶思怡, 等. 临床医学生职业认同现状分析[J].中国高等医学教育,2019(3):6-8. DOI: 10.3969/j.issn.1002-1701.2019.03.003.
[16] 陈世香, 郑佳丽, 杨莉莉, 等. 新型冠状病毒肺炎疫情下天津市两所高校护生职业精神态度及从业意愿调查[J].医学与社会,2020,33(9):116-119,124. DOI: 10.13723/j.yxysh.2020.09.025.
[17] 吕茵, 师会芳, 张王民, 等. 医学生职业认同现状调查与提升策略研究[J].中国医学伦理学,2021,34(10):1385-1388,封3. DOI: 10.12026/j.issn.1001-8565.2021.10.25.
[18] 于晨, 刘霞, 陶立元, 等. 新型冠状病毒肺炎疫情背景下公共卫生与预防医学专业本科生职业认同现状调查[J].中国公共卫生,2021,37(6):986-989. DOI: 10.11847/zgggws1134642.
[19] 张丽, 孙亚楠, 王兴, 等. 老年慢性病病人健康赋权与自我感受负担的相关性研究[J].卫生职业教育,2021,39(23):121-123.
[20] 吴燕萍, 沈丽娟, 陈定湾, 等. 某医学院校医学生职业认同感的调查研究[J].中国高等医学教育,2018(6):55-56. DOI: 10.3969/j.issn.1002-1701.2018.06.028.
[21] 张勇. 高校学生干部人格魅力研究[D]. 呼和浩特:内蒙古师范大学, 2013.
[22] 刘颖. 实习护生职业情感状况及相关因素分析[J].中国实用医药,2010,5(15):275-276. DOI: 10.3969/j.issn.1673-7555.2010.15.209.
[23] 姜飞月, 刘荣才, 崔军. 论生涯自我效能模式及其对职业指导的实践意义[J].教育与职业,2007(33):76-78.
[24] 王欢, 王莹. 提升职业认同、自我效能对培养护理人才的影响[J].辽宁医学院学报(社会科学版),2016,14(4):98-100. DOI: 10.3969/j.issn.1674-0416.2016.04.028.