Initial Testing of an Instrument to Measure Teacher Identity in Physicians

The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

“…The authors also argue that faculty professional identity develops when individuals are students, and much of the research on professional identity focuses on the development of identity as undergraduate students (e.g., Nadelson et al, 2017;Hazari, Sadler, & Sonnert, 2013;Ryan & Carmichael, 2016), graduate students (e.g., Schulze, 2015;Gilmore, Lewis, Maher, Feldon, & Timmerman, 2015;Hancock & Walsh, 2016), and faculty (e.g., Abu-Alruz & Khasawneh, 2013; Barbarà-i-Molinero, Cascón-Pereira, & Hernández-Lara, 2017; Sabancıogullari & Dogan, 2015). Overall, the research suggests that there are both internal (e.g., beliefs, prior experiences) and external (e.g., social expectations, departmental contexts) factors that may influence faculties' professional identity (e.g., Abu-Alruz & Khasawneh, 2013;Samuel & Stephens, 2000;Starr et al, 2006). Faculty, particularly those at researchintensive universities, can identify with both the teacher/ educator profession and the research profession.…”

Transforming the Culture of Surgical Education

“…The reliability and validity of this instrument has been reported elsewhere. 21 This study was approved by the institutional review board. Scores from teachers in the HF (THF) curriculum were compared with scores from faculty and residents of the department as a whole (control participants).…”

“…This will, in turn, make surgery a more attractive career choice for medical students and will help retain residents in surgery programs. There have been studies 20,21 that examined TI in primary care physicians; however, to our knowledge, this is the first to examine how surgeons think of themselves as teachers. The findings indicate that participation in a robust curriculum that focuses on communication skills, teamwork, and worklife balance is related to strong overall TI, a strong sense of the intrinsic satisfaction for teaching, and a feeling of belonging to a group of teachers.…”

Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms

“…Although surveys are commonly used to measure attitudes or behaviors, especially when researchers are determining whether or not participants change beliefs or attitudes over time as a result of taking part in a program (Vogt, Gardner & Haeffele, 2012), they are rarely used in studies on teacher identity. In the field of medicine, Starr et al (2006) developed a survey instrument to measure teaching identities of the physicians based on seven elements such as job satisfaction, knowledge and skill about teaching, community belonging, responsibilities of teaching, sharing clinical expertise with learners, receiving rewards for teaching, and believing that being a physician means being a teacher. Starr et al (2006) included the complete survey questions aiming at measuring the seven elements of physicians' teaching identity.…”

“…In the field of medicine, Starr et al (2006) developed a survey instrument to measure teaching identities of the physicians based on seven elements such as job satisfaction, knowledge and skill about teaching, community belonging, responsibilities of teaching, sharing clinical expertise with learners, receiving rewards for teaching, and believing that being a physician means being a teacher. Starr et al (2006) included the complete survey questions aiming at measuring the seven elements of physicians' teaching identity. The limitation is that in designing the survey questions this researcher did not take the culture and context change into consideration.…”