Development and initial validation of a practical instrument supporting clinical reasoning and self-directed learning.

Development and Validation of the Self-Regulated Teaching Scale (SRTS)

Quality education depends on the interaction among the student, the teacher, and the curriculum. Within this process, teachers play a central role in planning instruction, implementing teaching, and evaluating learning. In this context, self-regulated teaching refers to the deliberate regulation of teaching practices across the planning, implementation, and evaluation phases. This study aimed to develop and validate a scale measuring teachers’ self-regulated teaching skills on the basis of Zimmerman’s Self-Regulated Learning Model (Z’SRLM). An exploratory sequential mixed-methods design was employed. Qualitative data from three focus group discussions with 12 teachers were used to generate the item pool, yielding three dimensions: planning, implementation, and evaluation. After expert review and a clarity check with 75 teachers, exploratory factor analysis (EFA) was conducted with 226 teachers and produced a 17-item, three-factor structure. Confirmatory factor analysis (CFA) with an independent sample of 394 teachers supported the final modified three-factor model (χ²/df = 1.374, CFI = .962, TLI = .955, IFI = .963, RMSEA = .031, SRMR = .038). The correlated three-factor and second-order representations yielded equivalent global fit, and additional model-based indices indicated that the total score retained meaningful psychometric value as a complementary global indicator, although the scale was interpreted primarily at the subdimension level. Criterion-related validity was examined with 207 teachers using the Classroom Management Skills Scale (CMSS), and the correlations were positive and statistically significant (r = .438-.751, p < .001). Internal consistency coefficients ranged from acceptable to high across subdimensions, model-based indices supported cautious interpretation of the total score, and test-retest findings indicated acceptable temporal stability. Overall, the findings support the validity and reliability of the Self-Regulated Teaching Scale for use in research on teachers’ instructional practices.

Beyond knowledge acquisition: the role of problem-based learning in supporting competency and skills development in pharmacy education — a systematic review

Beyond cognitive gains, PBL appears to cultivate self-regulation, learner autonomy, and collaborative competencies essential for preparing pharmacists capable of navigating the evolving scope of contemporary practice.

Development of a self-reported clinical decision-making competence scale for medical students.

Development and validation of the health service competence evaluation scale for physical education teachers

Physical Education (PE) teachers play a pivotal role in promoting health services within educational settings, yet existing evaluations predominantly focus on motor skill development rather than holistic health service competencies. This study addresses this gap by developing and validating the Health Service Competence Evaluation Scale for Physical Education Teachers (HSCES-PET), aiming to systematically assess PE teachers’ capabilities in health education and promotion. The scale was developed through a three-phase process: item generation, refinement, and validation. Grounded theory technical approach informed the initial 45-item pool. A three-phase psychometric development and validation design included item analysis ( N  = 100), exploratory factor analysis ( N  = 214), and confirmatory factor analysis ( N  = 224) to establish structural validity. Reliability was assessed via Cronbach’s α, and content validity was verified by expert reviews. Item analysis supported retention of all 45 initial items, whereas EFA resulted in the removal of nine items and supported a 36-item, three-factor structure explaining 85.27% of the total variance. The correlated three-factor model demonstrated good fit (χ²/df = 1.49, CFI = 0.965, TLI = 0.963, RMSEA = 0.047, 90% CI [0.040, 0.053], SRMR = 0.043) and fitted the data significantly better than the one-factor model (Δχ² = 3349.2, Δdf = 3, P  < 0.001). Internal consistency was high for the total scale and the three subscales. Inter-subscale correlations ranged from 0.604 to 0.850. The HSCES-PET is a promising psychometrically evaluated self-report instrument for assessing PE teachers’ perceived health service competence. As a self-report screening instrument, it may provide a preliminary foundation for large-scale needs assessments and professional development planning, subject to further validation in representative samples. Future research should explore cross-cultural adaptations and integration into teacher education systems.

Beyond The Checkbox: Development And Validation Of A Scale Measuring MBBS Students’ Attitudes, Barriers, And Preferences Toward Academic And Clinical Documentation

The AACDS's 40-item attitude/barrier core demonstrates robust, multi-method psychometric validation for assessing MBBS students' engagement with CBME documentation requirements, and is, to the authors' knowledge, the first instrument to jointly capture attitudes, barriers, and preferences across assignments, SDL, and logbook documentation while linking self-report data to objective institutional records.

Development and validation of professional competency scale (PCS) for newly graduated nurses.

AIM To develop the Professional Competency Scale (PCS) with validation evidence to assess professional competency in newly graduated nurses. BACKGROUND Newly graduated nurses' competency affects retention. However, there is a dearth of reliable and valid measures assessing professional competency. DESIGN A methodological study to develop and validate a scale. METHODS The PCS was developed following the nine procedural steps proposed by DeVellis and Thorpe. A total of 650 newly graduated nurses were recruited from hospitals of different levels across Taiwan. Structural validity was tested using exploratory and confirmatory factor analysis and criterion-related validity was also evaluated. Internal consistency reliability was assessed with Cronbach's α and McDonald's ω. RESULTS An initial 51-item questionnaire was developed. Exploratory factor analysis indicated the removal of 11 items, leaving 40 items across three factors of professional competency for newly graduated nurses: clinical care, soft skills and education and management (44% of variance explained). Confirmatory factor analysis results supported the three-factor structure with 40 items. Criterion-related validity was supported by positive relationships with work adaptation (r = 0.59-0.76; p < .001). The PCS demonstrated high internal consistency (α = 0.96; ω = 0.96). CONCLUSION A 40-item PCS for newly graduated nurses in Taiwan was developed and demonstrated good psychometric characteristics.