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Development and Psychometric Characteristics of a New Domain of the Stanford Faculty Development Program Instrument

Introduction: Teacher's attitude domain, a pivotal aspect of clinical teaching, is missing in the Stanford Faculty Development Program Questionnaire (SFDPQ), the most widely used student‐based assessment method of clinical teaching skills. This study was conducted to develop and validate the teacher's attitude domain and evaluate the validity and internal consistency reliability of the augmented SFDPQ. Methods: Items generated for the new domain included teacher's enthusiasm, sobriety, humility, thoroughness, empathy, and accessibility. The study involved 20 resident doctors assessed once by 64 medical students using the augmented SFDPQ. Construct validity was explored using correlation among the different domains and a global rating scale. Factor analysis was performed. Results: The response rate was 94%. The new domain had a Cronbach's alpha of 0.89, with 1‐factor solution explaining 57.1% of its variance. It showed the strongest correlation to the global rating scale (rho = 0.71). The augmented SFDPQ, which had a Cronbach's alpha of 0.93, correlated better (rho = 0.72, p < 0.00001) to the global rating scale than the original SFDPQ (rho = 0.67, p < 0.00001). Discussion: The new teacher's attitude domain exhibited good internal consistency and construct and factorial validity. It enhanced the content and construct validity of the SFDPQ. The validated construct of the augmented SFDPQ is recommended for design and evaluation of basic and continuing clinical teaching programs.