ArticleBMC medical education2023
Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Empathy Throughout the Clinical Years in Iranian Generation Z Medical Students: Validity and Reliability Properties of the Persian Version of the Jefferson Scale of Empathy.Medical journal of the Islamic Republic of Iran · 2026Article
- Psychometric properties of the Persian version of Proactive-Safety Role Orientation questionnaire (PRO-SAFE).BMC psychology · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionTheories 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.
methodsThe 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.
resultsPLS-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.
conclusionThe 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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.