ArticleFrontiers in medicine2024
Validating a theory of planned behavior questionnaire for assessing changes in professional behaviors of medical students.
Article in Frontiers in medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Medical professionalism education: a systematic review of interventions, outcomes, and sustainability.Frontiers in medicine · 2025Pooled it
- Inhibition and cognitive workload during deception about planned behavior: Investigating LPC, MFN, and PRP components.Cognitive, affective & behavioral neuroscience · 2026Article
- PROfessionalism in Partnership for Education Research (PROPER) study: a novel online initiative approach to professionalism education.BMC medical education · 2026Article
- Exploring pediatricians' off-label prescribing behavior in China: A theory of planned behavior-based study.International journal of clinical pharmacy · 2025Article
- Article
- Determinants of Chinese physicians' engagement in narrative medicine: a comprehensive SEM-ANN analysis.Frontiers in medicine · 2025Article
- Assessment of Healthcare Professionals' and Students' Perspectives and Intentions for Raising Public Awareness and Comprehension of Antimicrobial Resistance.The Canadian journal of infectious diseases & medical microbiology = Journal canadien des maladies infectieuses et de la microbiologie medicale · 2025Article
- "Busting the hidden curriculum" a realist and innovative perspective to foster professional behaviors.Frontiers in medicine · 2024Article
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Authors and funding
13 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Teaching professionalism is a fundamental aspect of medical undergraduate education, delivering important domains of professional attitudes, ethics, and behaviors. The effects of educational interventions can be assessed by measuring the change in such domains, but validated assessment tools for these professionalism domains are lacking. In this study, we constructed and conducted expert validation of a modified theory of planned behavior (TPB) questionnaire to assess changes in professional behaviors (PBs) in medical students. Methods: To validate that, we modified an existing TPB questionnaire, and an 18-item questionnaire was subjected to expert panel evaluation using the content validation method. The clarity and relevance of items were assessed using a four-point rating scale (i.e., 1 = not relevant to 4 = highly relevant). Ratings of experts and free-text comments were analyzed. Quantitative evaluation of relevance and clarity was undertaken through analyses of the Item-level Content Validity Index (I-CVI) and Scale-level Content Validity Index (S-CVI). A qualitative assessment of the comments of experts was conducted to refine items, any disagreements were discussed, and a consensus decision was developed among authors for item changes. Results: Quantitative evaluation of the Item-level Content Validity Index (I-CVI) scored 0.9-1 for relevance and 0.7-1 for clarity. Qualitative evaluation resulted in (i) changes to the wording of items (e.g., choices such as "worthless/worthwhile" were replaced with "not important/important"); and (ii) suggestion of the addition of social media in the construct of subjective norms. Discussion: The proposed tool exhibits content validity and can assess TPB constructs in professionalism education. This study of content validity may help to ensure the modified TPB questionnaire accurately measures the TPB constructs, ensuring its effectiveness in accurately measuring the TPB constructs for PB in diversified educational medical institutions.
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