Adaptation and Modification of The Professional Identity Formation Scale for Postgraduate Trainees In Basic Health Science: A Mixed Method Study

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Yet, there is a lack of appropriate measurement tools. This research aimed to adapt and modify an existing PIF scale to assess the professional identities of postgraduate basic health sciences trainees. Methods: A mixed-method study was conducted to validate a modified PIF scale. An instrument was developed following AMEE Guide 87. Seven medical educationalists and basic health science postgraduate supervisors established its content validity and reliability. Cognitive interviews were conducted with 15 participants, and the tool was validated through the Delphi technique. Piloting was undertaken on a simple random sample of 500 postgraduate trainees. Psychometric analyses, including structure factor analysis, internal consistency testing, and qualitative content analysis, were used to evaluate the modified scale. Results: Five factors were identified related to professional identity formation, “Commitment to Professional Identity, belonging and Values,” “Pursuit of Knowledge and Excellence,” “Professional Growth and Collaboration,” Personal Growth and Reflection,” and “Confidence and impact.” The modified PIF scale demonstrated robust psychometric properties, including a well-defined factor structure, significant reliability, and high internal consistency. With a Cronbach alpha 0.97, the PIF scale's five kept variables accounted for 99.99% of the variance. Conclusions: In this study, the modified PIF scale was found to be a reliable tool for assessing the professional identities of postgraduate trainees. Professional identity formation Postgraduate trainees Basic health sciences Figures Figure 1 Figure 2 Figure 3 Figure 4 Background Professional identity refers to the understanding and reinterpretation of communications within a professional working environment and aligning one's behavior with the standards and culture of a particular professional. ( 1 ) It involves continuous learning and growth, enabling educators to enhance their teaching practices, expand their pedagogical knowledge, and stay abreast of current educational trends and research. ( 2 ) The concept of professional development can be viewed from various perspectives. One significant paradigm perceives it as a process that helps professionals address gaps in their knowledge and skill sets. In this sense, professional development is seen as a means to overcome deficiencies in a postgraduate trainee's level of performance ( 3 ). Although doctoral students' academic success and happiness are becoming more investigated in higher education studies, much remains to learn about their professional identity. Professional identity development encompasses the amalgamation of one's personal and professional identity. ( 4 ). However, due to the complexity and multidimensionality of this process, suitable measurement criteria are not always available ( 5 ). Moreover, different social and professional groups may have distinct views on what it means to be a professional, and these concepts and meanings can evolve ( 6 ). Despite its impact, students of basic health sciences often lack awareness of the construct and its influence on their professional lives because most of the work on PIF has been done in the clinical sciences ( 3 ) − ( 6 ). Moreover, qualitative study paradigms have explored PIF widely, emphasizing the need for more quantitative analysis with psychometric-based measures ( 6 ). Existing instruments for evaluating professional identity lack psychometric validation for postgraduates in the basic science ( 7 ) − ( 8 ). Methods Phase one: Instrument design/item development Scale questions were produced from the literature gathered from PubMed, Google Scholar, and other sources to discover publications on developing tools for PIF in the medical and basic health sciences. The already validated tools PSIQ and Tagawa ( 11 ) were used, which were adapted and modified for the postgraduate trainees of basic health sciences. The main goal was to define the concept and determine whether the associated construct’s measurements are present. The response possibilities for each item were chosen as part of the survey's design process, and closed-ended survey questions were created. (Additional file: annexe II) Phase 2: Judgmental evidence (validation) The accuracy of the items in reflecting the construct of the scale was assessed through instrument validation and content validity. We employed a two-stage Delphi technique to ensure the content's validation. ( 12 ). For the Delphi survey, experts were specifically identified as medical educationalists who hold a Master's degree in health professions education and have experience in the subject field. A panel of experts was chosen by purposive sampling methods. A set involving documents consisting of a cover letter, consent form, and a series of questions was electronically distributed to a group of twelve specialists at the initial round one. The cover letter provided details on the criteria used to pick the experts, the research's background, and instructions for rating the survey items. Participants were instructed to evaluate the significance of each item on a 5-point Likert scale in relation to the construct. (5. highly relevant or representative, 4. Relevant or representative, 3. Neutral, 2. Somewhat relevant or representative, 1. Not relevant or representative.) ( 13 ). Furthermore, the panelists were instructed to provide any remarks they may have in the designated comment area. A questionnaire was concluded with an open-ended question that encouraged panelists to propose any additional components. Data were analysed with descriptive statistics such as means, I-CVI, S-CVI, and CVR using Statistical Package for Social Sciences (SPSS) version 21. Delphi studies employ a certain threshold of concurrence among specialists to assess consensus within a group of experts. The consensus is quantitatively assessed by the utilization of specialists. The statistical measures of the field include the mean, median, mode, standard deviation, and percentage agreement. ( 14 ). In round two, the questionnaire was sent over to panellists who used Google Forms to respond in the first round. The experts were directed to classify each item according to its clarity and significance. In order to determine the relevance, participants were instructed to evaluate the items using a 5-point Likert scale, taking into consideration their relevance to the concept. To provide clarity, a 3-point Likert rating system was utilized. (1 = not straightforward, 2 = item needs revision, and 3 = highly clear; this indicates whether something is clear.). The study was ended after reaching consensus following the completion of the second phase. The items' content validity index (I-CVI) and the composite score for the content validity scale (S-CVI/Ave) were computed using the items' relevance to the construct in the previous round. Items with an I-CVI of 0.78 were excluded, items with an I-CVI ranging from 0.78 to 0.90 were modified, and items with an I-CVI of 0.90 were included. The Delphi technique was used, and each item was revised for structure, relevance, and clearness, and dismissed questions were removed or unclear phrasing was modified ( 15 ). The content validity ratio (CVR) was determined using the Lawshe formula, which analyzes the significance of survey items. ( 16 ). The items with a CVR between 0.60 and 0.80 were modified, while those with values below 0.60 were eliminated from the instrument. Cognitive interviewing approaches were used to investigate how postgraduate trainees of basic health sciences comprehend the meaning of survey items ( 17 ). Participants were interviewed through Zoom meetings. Data were transcribed and analysed using the Braun and Clark framework ( 18 ) which comprises six stages (Fig. 2 ). The study followed GRAMMS (Good Reporting of a Mixed Methods Study) guidelines for mixed-method research ( 19 ). Phase 3: Pilot testing Two frequently used methods of pilot testing involve assessing the construct validity and internal consistency of the instrument. (9). Variables were classified into several dimensions using construct validity and assessed using factor analysis. The instrument was created through a process of iteration. The instrument's construct validity was verified by conducting exploratory factor analysis, followed by confirmatory factor analysis. (9). Reliability determined the internal consistency of the tool. Data was gathered from a sample of five hundred postgraduate trainees through the use of Google Forms and a traditional paper-based approach. The sample method employed was purposive sampling. The scale reliability of the questionnaire was assessed using scale analyses in SPSS to establish Cronbach's alpha value. Factor analysis was done for the construct validity. A combination of EFA and CFA was used to observe the scale's elements. The KMO test and Bartlett's test of sphericity were used to guarantee the sample size was appropriate for exploratory factor analysis (EFA). Following this, Confirmatory factor analysis (CFA) was implemented using AMOS (version 21.00) to authenticate the factor construction of the removed factors (20). Data collection instrument: The Modified Professional Identity Scale is given in (Additional file: annex II) Ethical Concerns: To ensure informed and voluntary consent, participants received a description of the investigation's design, methodology, and their right to leave at any time. The data were securely password-protected, backed up regularly, and stored in a safe place accessible only to the researcher. The researcher will hold data for a maximum of five years, after which it will be discarded. Results The results of every step of the study are mentioned in Table 1 Table 1 Steps in the development of the professional identity formation scale. Steps in the development of the professional identity formation scale for postgraduate basic health sciences Steps for instrument development Results a. Literature search Pubmed, Google Scholar, Eric, Science direct b. Content Specification & Item Generation Pre-validation tool ( tagawa & PSIQ) c. Adaptation and Modification of the existing tool. Modified tool with 63 items (PIF tool for basic health sciences postgraduates’ trainees d. Expert validation ( Delphi procedure = two rounds ; N = 7, N = 7) Conducted in two rounds with medical educationalists and subject experts .Out of 63 items consensus was made on 50 items, 13 items were removed. The value of S-CVI/Ave were 0.83. e. Cognitive interviews ( N = 15) 50 items were assessed based on responses of the participants 10 items were rephrased: wording changed and adjusted to basic health sciences context. f. Instrument piloting ( N = 500/500) Factor analysis EFA & CFA showed a good fit, The significant value of Cronbach’s Alpha was 0.84 to 0.97, suggestive of good internal consistency of the tool. Phase 1: Instrument design/item development During phase one of the instrument design, items were established. After removing items and identifying duplicates in the PSI/PSIQ and Tagawa, 63 items were classified and identified as belonging to the category of PIF in basic health sciences. Phase 2: judgmental evidence (validation) Validation of instruments in the initial round of the Delphi survey, the response rate was 7/8. Items which met the predefined criteria and had an 80% consensus among experts were eliminated, while things that met the fair and good standards were selected for further evaluation in round two. (Additional file: annexe III). The response rate for the second round was 84%, with 7 out of 8 participants responding. The experts reached a consensus of 90% agreement on the items, hence the Delphi rounds were ended. The S-CVI/Ave values were 0.83. By applying predetermined criteria for I-CVI and CVR, two components were eliminated, thirteen items were modified, while the remaining ones were retained. As a result, the tool was reduced to 50 items at this stage (Additional file: annexe IV). After gathering responses from fifteen people (n 15) during cognitive pretesting of the 50-item measure, ten items were rephrased with minor modifications, and one item was eliminated. Table 2 displays the findings from phase two. Table 2 Result of Delphi round of basic health science postgraduate trainee PIF tool. Phase II (n1 = 7/8) (n2 = 7/8) No Items I-CVI CVR Combined Results of experts and cognitive interview Item-1 I feel like I am a member of basic science health profession. 1.00 1.00 Revised Item-2 I feel I have strong ties with members of basic science health profession 0.71 0.71 Removed Item-3 I find myself making excuses for belonging to basic science health profession. 0.43 -0.14 Removed Item-4 I am pleased to belong to basic science health profession. 0.86 0.71 Included Item-5 I can identify positively with members of basic science health profession. 0.86 0.71 Included Item-6 Being a member of basic science health profession is important to me. 1.00 1.00 Included Item-7 I feel I share characteristics with other members of basic science & medical profession. 0.86 0.71 Included Item-8 I have never thought about the reasons or principles behind the required code of conduct. 0.43 -0.14 Removed Item-9 I am sometimes unable to do something I was not interested in despite understanding its necessity. 0.57 0.43 Removed Item-10 I behave correctly as an educator on a daily basis. 0.86 0.71 Included Item-11 When I am acknowledged by senior trainees or colleagues, I feel that I am being recognized. 1.00 1.00 Included Item-12 I first consider how to share responsibilities with trainees/colleagues in order to fulfill duties required of me. 0.86 0.71 Included Item-13 I am working to improve my behavior as a trainee by constantly analyzing and reflecting on my own actions. 0.86 0.71 Included Item-14 I take great care not to offend senior trainees or colleagues. 1.00 1.00 Included Item-15 I act with respect for the opinions of my colleagues when I have a conflict of opinion with those around me. 1.00 1.00 Included Item-16 Good test results and qualifications are important evaluation of self. 0.86 0.71 Included Item-17 The way senior trainees act towards me is more important than how they feel about me. 0.43 -0.14 Removed Item-18 The colleagues I can be close friends with are those who have the same concerns and interests as me. 0.43 -0.14 Removed Item-19 If I were able to play a role in improving society and organizations, I would be satisfied even if I did not receive individual recognition. 0.86 0.71 Included Item-20 I have used my own beliefs and ideals as a standard to evaluate my own actions as an educator & trainee. 0.71 0.71 Included Item-21 I actively seek opportunities to collaborate with professionals from different disciplines within the field of basic science. 0.86 0.71 Included Item-22 I feel a sense of responsibility to contribute to the advancement of scientific knowledge in my chosen area of expertise. 0.86 0.71 Included Item-23 I strive to maintain a work-life balance that supports my personal well-being and professional growth. 1.00 1.00 Included Item-24 I actively seek opportunities to collaborate with researchers from diverse backgrounds and disciplines within the basic sciences 0.86 0.71 Included Item-25 I am motivated to contribute to the advancement of scientific knowledge and innovation in my specific field of study. 1.00 1.00 Included Item-26 I feel a sense of pride and accomplishment when I successfully overcome challenges and obstacles in my research 1.00 1.00 Included Item-27 I believe that my work as a postgraduate basic science trainee has a positive impact on society and the broader scientific community. 1.00 1.00 Included Item-28 I actively seek mentorship and guidance from experienced researchers and professionals in my field 0.71 0.43 Revised Item-29 I am committed to staying updated with the latest advancements and breakthroughs in my area of specialization within the basic sciences. 0.86 0.71 Included Item-30 I am dedicated to promoting scientific integrity and ethical conduct in my research practices. 1.00 1.00 Included Item-31 I value interdisciplinary collaboration and believe it enhances the quality and impact of my research. 1.00 1.00 Included Item-32 I actively engage in professional development activities, such as workshops and conferences, to enhance my skills and knowledge. 0.86 0.71 Included Item-33 I feel a sense of responsibility to effectively communicate my research findings to both scientific and non-scientific audiences. 1.00 1.00 Included Item-34 I actively seek feedback from mentors and supervisors to enhance my professional growth and performance. 0.71 1.00 Removed Item-35 I perceive myself as a contributor to the broader scientific community, beyond the boundaries of my own research projects. 0.57 0.14 Removed Item-36 I prioritize the ethical conduct of research and adhere to the highest standards of integrity in my work. 1.00 1.00 Included Item-37 I actively engage in professional networking activities to build connections and expand my knowledge base. 0.86 0.71 Included Item-38 I seek opportunities to mentor and guide junior trainees in the field of basic science. 1.00 1.00 Included Item-39 I am confident in my ability to contribute meaningfully to the field of basic science through my research and expertise. 1.00 1.00 Included Item-40 I consider constructive criticism as an opportunity for personal and professional development. 1.00 1.00 Included Item-41 I value collaboration and teamwork in the pursuit of scientific knowledge. 0.71 1.00 Included Item-42 I recognize the importance of maintaining a positive work environment for the well-being of myself and my colleagues. 0.86 1.00 Included Item-43 I am open to new ideas and perspectives that challenge my existing knowledge and beliefs. 1.00 1.00 Included Item-44 I am committed to ongoing learning and continuous professional development in the field of basic science. 1.00 1.00 Included Item-45 I strive to bridge the gap between research and clinical practice for the benefit of patients and society. 1.00 1.00 Included Item-46 I am dedicated to upholding the ethical principles and values of the medical profession. 0.86 1.00 Included Item-47 I feel a sense of pride in the contributions I make as a postgraduate in basic sciences trainee. 0.71 0.71 Included Item-48 I have a clear understanding of the professional values and ethical standards that are expected in my field. 0.86 1.00 Included Item-49 I feel confident in my ability to integrate my personal and professional values in my work as a postgraduate in basic sciences trainee. 0.57 1.00 Removed Item-50 I actively seek out role models and mentors who exemplify the professional identity I aspire to have. 0.71 0.71 Removed Item-51 I feel supported and encouraged by my academic advisors or supervisors in my professional identity formation journey. 0.71 0.71 Removed Item-52 I am aware of the opportunities and resources available to me for networking and building professional connections. 1.00 1.00 Included Item-53 I actively engage in activities or initiatives that promote interdisciplinary collaboration and teamwork within my field. 0.71 1.00 Removed Item-54 I feel a sense of belonging and inclusion within the community of postgraduates in basic sciences trainees. 0.71 1.00 Included Item-55 I am committed to lifelong learning and continuous professional development as a postgraduate in basic sciences trainee. 0.86 0.71 Included Item-56 I actively seek opportunities to engage in professional networking events and conferences relevant to my field of study. 0.71 0.71 Included Item-57 I feel confident in articulating my professional goals and aspirations as a postgraduate in basic sciences trainee. 0.86 1.00 Included Item-58 I actively seek out feedback and constructive criticism to help shape and refine my professional identity. 0.71 0.43 Revised Item-59 I engage in reflective practices to deepen my understanding of the values and ethics inherent in my field of study. 0.86 0.71 Included Item-60 I actively seek out opportunities to collaborate with professionals from diverse backgrounds to broaden my perspective 0.71 0.71 Removed Item-61 I actively seek opportunities to participate in research projects and scientific discussions relevant to my field of study. 0.86 0.71 Included Item-62 I have a clear understanding of the core competencies and skills required to excel in my chosen discipline within the basic sciences. 0.86 1.00 Included Item-63 I feel confident in my ability to apply theoretical knowledge to real-world scientific challenges. 1.00 1.00 Included Proportion relevance 0.83 S-CVI/ Ave 0.78 PIF; professional identity formation, n1: number of participants in round 1; n2: number of participants in round 2; I-CVI: Content Validity Index of Item; CVR: Content Validity Ratio. ( Additional file: annexe VI Table 2 results) Table 2 here: (Result of Delphi round of basic health science postgraduate trainee PIF tool. Phase II (n1 = 7/8) (n2 = 7/8)) Thematic analysis: The results and findings from the thematic analysis are given in Table 3 . Table 3 Themes, Sub-themes and Representative Quotes. Theme Sub-Theme Representative Quotes Theme 1: Understanding Item Wording and Structure " Item 12 may be redesigned separately and divided into two parts for better clarity, one qualification, and other test results." (Participant-1) Terminology and Clarity "Consider using 'new guidelines' or 'research-practice gap for patient and societal benefit' in item 37 . " (Participant-4) Diverse Perspectives "The researchers recognized that various factors could influence participants' views and opinions, making it important to consider the diverse perspectives in the study." (Participant-5) Theme 2: Judgment Question Relevancy "Item 12 required rewording to differentiate between 'good test result' and 'qualification' as they have different meanings and could be confusing to the reader." (Participant-1) Redundancy and Similarity "Items 1 and 2 are quite similar. Suggested modification: Consider rephrasing item 2 to avoid redundancy with item 2." (Participant 2) Theme 3: Response Comprehensive and Well-Defined "The questionnaire is comprehensive and well-defined, making it an enjoyable reading experience." (Participant 6) Clarity and Participant Benefits "Item 37 would benefit from rephrasing to address 'new guidelines' or explore the gap between recent research and its implementation in clinical practice for the benefit of patients and society."( Participant 11) Theme 4: Adequacy of Content Coverage of Aspects " The questionnaire covers all aspects of professional identity formation effectively." (Participant 12) Language and Target Population " The language used was academic and appropriate for the target population, allowing readers to grasp the researchers' intentions clearly." (Participant 12) Table 3 here: (Themes, Sub-themes and Representative Quotes.) Phase 3: Piloting Demographic Characteristics of Participants Participants were selected based on inclusion criteria and provided written informed consent. Demographic data was collected on a paper proforma and through Google form. The piloting survey had two sections: demographics and 50 questions on PIF measured on a 5-point Likert Scale. ( 13 ). Demographic characteristics are mentioned below in Table 4 . Table 4 Demographic Characteristics of Participants Category Number Percentage Gender distribution Male 205 40.0% Female 308 60.0% Respondent Age 25 years and below 41 8.0% 25 years and below 272 53.0% 26 to 35 years 164 32.0% 36 to 45 years 27 5.3% 46 to 55 years 9 1.8% 56 years and above 41 8.0% Qualification distribution M.Sc. 19 3.7% MHPE scholars 137 26.7% MPhil scholars 241 47% PhD 62 12.1% MHR 54 10.5% Profession distribution Demonstrator/lecturer 126 24.6% Registrar. 21 4.1% Assistant professor 115 22.4% Associate professor 74 14.4% Not working 113 22.0% Professor 64 12.5% The response rate for this phase in the pilot testing was 95% (n 470/500). The Kaiser- Meyer Olkin Measure of sampling adequacy (KMO) yielded a value of 0.9954, indicating a high level of adequacy. Additionally, the results were found to be statistically significant result (approximately chi-square = 17799.554; degrees of freedom = 1225; p = 0.000 < 0.05) comes from Bartlett's test of sphericity, the sample size was acceptable for factor analysis. According to the scree-plot graphic, four is the ideal number of PIF scale variables, as shown in Fig. 3 . The five elements reserved in the PIF scale were intended for 99.99% of the variance (Additional file: annexe V). All the factor loadings were higher than 0.400, between 0.51 and 0.84. The EFA was done by extracting factors with eigenvalues more than 1.0, using the basic component of the analysis , and then rotating the factors using the varimax rotation (21). The Varimax technique identified five factors with acceptable loading values. The rotational component matrix helps analyze how distinct items group together depending on underlying variables and provides insight into the latent constructs in the data. Confirmatory Factor Analysis (CFA) Goodness of Fit of the CFA Model for the PIF-Scale The CFA model generated 14 items associated with the five elements of PIF “Commitment to Professional Identity, belonging and Values” (15 items; factor loadings: 0.436–0.757), “Pursuit of Knowledge and Excellence,” (8 items; factor loadings: 0.499– 0.646), “Professional Growth and Collaboration,” ( 7 items; factor loadings: 0.486– 0.707), “Personal Growth and Reflection,” ( for that six items; the factor loadings: 0.461– 0.767), “Confidence and Impact” (6 - items; factor loadings: 0.425– 0.552). The CFA model is shown in Figure 4, showing 42 items in the scale formed. The results of the fit indices of the tool specify that the values of absolute and incremental fit indices resemble to a good fit model (Table 5) Table 5. Results of confirmatory factor analysis of the 50-items instrument (Phase-3) (n 500/500). Fit Indices Cut-off values Measured values Absolute fit measures Observed normed χ 2/df < 5 The smaller, the better 4.707 Root mean square error of approximation (RMSEA) 0.08 to 0.1 (0.05 is cut off for good fit model) 0.082 Incremental Fit measures Tucker-Lewis Index (TLI) Adjacent to 1 (Higher the better) (0.9 is cut off value) 0.75 Comparative fit index (CFI) Near to 1 (Higher the better) (0.9 is cut off value 0.78 Reliability for a CFA model: The correlation between the studied constructs was found to be statistically significant (p < .01). The Cronbach's Alpha coefficient ranged from 0.84 to 0.97, indicating a high level of internal consistency for the tool. The initial exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) models for the Professional Identity Formation (PIF) scale are deemed to be reliable in assessing participants' professional identity, since they demonstrate satisfactory levels of reliability. Discussion This study aimed to examine how PIF develops during different stages of basic health sciences education and explore the factors contributing to or inhibiting its development. This study involved PIF scale development through a multidimensional, multi-phased, rigorous methodology comprising a theoretical framework, a Delphi technique, exploratory factor analysis followed by confirmatory factor analysis, and pilot testing. To evaluate the scale's content validity, we have used I- CVI and S-CVI to make up for the skewness by eccentricity in the S-CVI ( 14 ). The I-CVIs and CVR scores showed that the items were meaningful and pertinent to determining the PIF for postgraduate students in basic health sciences. Low CVRs were found for some items. However, it's possible that experts didn't understand what they were measuring. Two more studies aimed to measure professional identity among medical students using valid and reliable instruments. ( 24 ). The first study used Brown et al.'s Professional Identity Questionnaire (PIQ) and identified two factors, PIF-attachment and detachment, while the second study used Tagawa's scale and identified five factors. While the modified scale also identified factors related to the basic health science postgraduates. The first study evaluated content validity using item-level CVI and CVR. It explored correlations with the Academic Self-Regulation Scale, ( 23 ). At the same time, the second study assessed content validity with the item Content Validity Index (I-CVI) and noted a low response rate. Both studies offer valuable insights and avenues for refinement in measurement tools within the medical education context. The CFA and Cronbach's alphas value indicated the high internal consistency of the tool. From the values, it can be proven that each component of the CFA model is a sufficient to excellent indicator of the variable in question ( 25 )( 26 ). The baseline EFA model's indices demonstrate that the PIF scale has an acceptable and trustworthy factor structure and a good model fit. The CFA model's validity for the PIF scale was assessed through the examination of Cronbach's alpha and composite reliability statistics. ( 27 ) All Cronbach's alpha values were more significant than 0.70, some even exceeding 0.90, showing high internal reliability ( 28 ). Additionally, rigorous qualitative research found the overall PIF scale to have high content validity. This was established by conducting interviews with multiple experts until saturation was reached. Understanding the factors affecting PIF across multiple domains can enhance prospective respondents' skills, behavior, and personal values. It can be valuable for educational institutions, policymakers, and healthcare workers to identify personal and professional growth areas. Conclusions The study developed a tool to evaluate professional identity for postgraduate students in basic health sciences with five valid factors and 50 items. Future Directions Future studies may anticipate using a larger sample to confirm the viability of the created tools. Strengths and Limitations The PIF scale was validated with high consistency and reliability. It contributes to assessing professional identity in medical education and has practical implications for institutions, policymakers, and healthcare workers. The study has a few limitations: the questionnaire may not be relevant for other clinical populations, outcomes may be exaggerated due to recall bias or self-reported measures, and the form takes 20–30 minutes to complete. Declarations This study was conducted six months after authorization of the synopsis from the Advanced Study and Research Board (ASRB), Khyber Medical University (KMU) Peshawar (ASRB002059/AM/ IHPE) obtained in 135th meeting of the KMU AS&RB held online on 31st/05/2023, along with ethical clearance certificate. All methods were carried out according to relevant guidelines and regulations, and informed consent was obtained from all participants. Funding Not Applicable Conflict of interest/Competing interests The authors report there are no competing interests to declare. Consent for publication The author took permission from the participant about the publication. Availability of data and materials This published article and its supplementary information files include all data generated or analyzed during this study. Authors’ contributions US designed the study, collected data, and analyzed the data. 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Review and implications for future quality assurance. Technol Forecast Soc Change [Internet]. 2012;79(8):1525–36. Available from: http://dx.doi.org/10.1016/j.techfore.2012.04.013 Nasa P, Jain R, Juneja D. Delphi methodology in healthcare research: How to decide its appropriateness. World J Methodol. 2021;11(4):116–29. Ayre C, Scally AJ. Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Meas Eval Couns Dev. 2014;47(1):79–86. Susanto H, Wedyaswari M, Dalimunthe KL. A content validity and cognitive interview to develop the HARMONI items: Instrument measuring student well-being in West Java, Indonesia. Front Educ. 2023;8(March):1–9. Braun V, Clarke V. Using thematic analysis in psychology; In qualittaive research in psychology. Uwe Bristol [Internet]. 2006;3(2):77–101. Available from: https://psychology.ukzn.ac.za/?mdocs-file=1176 O’Cathain A, Murphy E NJ. GRAMMs guideline. Gorsuch; 1983 R 1970). Behavioral Sciences, Mathematics & Statistics, Social Sciences. 448 p. Clark LA, Watson D. Constructing validity: New developments in creating objective measuring instruments. Psychol Assess. 2019;31(12):1412–27. Bano U, Mahboob U, Tassadaq N. PROFESSIONAL IDENTITY AND MEDICAL STUDENTS OF foundationuniversity medical college. J Postgrad Med Inst. 2021;35(3). Tagawa M. Scales to evaluate developmental stage and professional identity formation in medical students, residents, and experienced doctors. BMC Med Educ. 2020;20(1):1–9. Daan T, der Vossen Marianne M van, Anouk W, Kusurkar RA. Validation of the professional identity questionnaire among medical students. BMC Med Educ. 2021;21(1):1–8. Faller H, Kohlmann T, Zwingmann C, Maurischat C. Exploratory and confirmatory factor analysis. Rehabilitation. 2006;45(4):243–8. Matthews J, Bialocerkowski A, Molineux M. Professional identity measures for student health professionals - A systematic review of psychometric properties. BMC Med Educ. 2019;19(1):1–10. Cunha J. [4] Cunha et al. 2007. 2018;(January 2007). Lewis T. Fit Statistics commonly reported for CFA and SEM. Cornell Stat Dep [Internet]. 2017;08:0–1. Available from: https://www.cscu.cornell.edu/news/Handouts/SEM_fit.pdf Additional Declarations No competing interests reported. Supplementary Files Supplementaryfileconsentform.docx AdditionalFile1tables.docx additionalfiletable2resultsICVICVR.docx additionalfile3toolandfigure.docx Cite Share Download PDF Status: Published Journal Publication published 02 Apr, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 16 May, 2024 Reviews received at journal 15 May, 2024 Reviewers agreed at journal 03 May, 2024 Reviewers agreed at journal 06 Mar, 2024 Reviews received at journal 19 Feb, 2024 Reviewers agreed at journal 13 Feb, 2024 Reviewers invited by journal 04 Feb, 2024 Editor assigned by journal 04 Feb, 2024 Editor invited by journal 15 Jan, 2024 Submission checks completed at journal 15 Jan, 2024 First submitted to journal 18 Dec, 2023 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3772972","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":267117523,"identity":"256c7244-356e-4870-81e0-a1d148b1c36f","order_by":0,"name":"Uzma Siddique","email":"","orcid":"","institution":"Peshawar Medical College, Riphah International University Peshawar Pakistan","correspondingAuthor":false,"prefix":"","firstName":"Uzma","middleName":"","lastName":"Siddique","suffix":""},{"id":267117524,"identity":"a468a932-e40b-422c-b068-a0007ab063a4","order_by":1,"name":"Usman Mahboob","email":"","orcid":"","institution":"Khyber Medical University Peshawar","correspondingAuthor":false,"prefix":"","firstName":"Usman","middleName":"","lastName":"Mahboob","suffix":""},{"id":267117525,"identity":"9190c751-3102-4596-8f01-6cdc1438a9fb","order_by":2,"name":"Naheed Mahsood","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAxUlEQVRIiWNgGAWjYDCCAwwMzECKsY29AcwgQUsfzwFStcyTSCBSC9/tswc/F1TYyLZJvjEEMRj427sT8GqRPJeXLD3jTJpxm3SOMYjBIHHm7Aa8WgzO8BhI87YdTgRqATMYDCRyCWox/s37739im+QZIINILWbSvA0HEtskQAxitEgCtVjzHEs2buNJK7PmOZPGQ9AvfECH3eapsZOd3354822eChs5/vZe/FqQAIcBiOQhVjkIsD8gRfUoGAWjYBSMIAAAAp5DP8lKANcAAAAASUVORK5CYII=","orcid":"","institution":"Khyber Girls Medical College Peshawar","correspondingAuthor":true,"prefix":"","firstName":"Naheed","middleName":"","lastName":"Mahsood","suffix":""},{"id":267117526,"identity":"4f596465-2cbf-4bad-b45d-a1c2af86704f","order_by":3,"name":"Bushra Mehboob","email":"","orcid":"","institution":"Peshawar Dental College, Riphah International University","correspondingAuthor":false,"prefix":"","firstName":"Bushra","middleName":"","lastName":"Mehboob","suffix":""},{"id":267117527,"identity":"4183e961-44df-4b5a-a2ae-0c08cb6be25c","order_by":4,"name":"Ayesha S Abdullah","email":"","orcid":"","institution":"Peshawar Medical College, Riphah International University Peshawar Pakistan","correspondingAuthor":false,"prefix":"","firstName":"Ayesha","middleName":"S","lastName":"Abdullah","suffix":""},{"id":267117528,"identity":"41bb3465-db7b-44a3-bab5-ea8804c18d01","order_by":5,"name":"Munazza Baseer","email":"","orcid":"","institution":"Peshawar Medical College, Riphah International University Peshawar Pakistan","correspondingAuthor":false,"prefix":"","firstName":"Munazza","middleName":"","lastName":"Baseer","suffix":""}],"badges":[],"createdAt":"2023-12-18 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16:59:21","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":28016,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eBraun and Clarke Thematic Analysis Framework.\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-3772972/v1/f0b00fe8b9c3a1fc0fb75a6f.png"},{"id":49766146,"identity":"1608ce41-b085-4174-ba7f-abde43fefc28","added_by":"auto","created_at":"2024-01-17 16:59:21","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":36932,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eScree plot for PIF scale (factor analysis)\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-3772972/v1/03d4551db7e5f84aac67f964.png"},{"id":49766147,"identity":"d7b83683-e869-409b-aeba-49e038c27cdb","added_by":"auto","created_at":"2024-01-17 16:59:21","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":385508,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eConfirmatory factor analysis of professional identity formation scale for basic health science postgraduate trainees\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-3772972/v1/007d605527dc98386cf4dad9.png"},{"id":80081994,"identity":"008ff77d-207c-4516-91be-b565710af124","added_by":"auto","created_at":"2025-04-07 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16:59:21","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":77263,"visible":true,"origin":"","legend":"","description":"","filename":"AdditionalFile1tables.docx","url":"https://assets-eu.researchsquare.com/files/rs-3772972/v1/407538457e3dea8077171bb0.docx"},{"id":49766148,"identity":"f43110e0-dd8c-4a30-a57a-a47beee1860d","added_by":"auto","created_at":"2024-01-17 16:59:21","extension":"docx","order_by":3,"title":"","display":"","copyAsset":false,"role":"supplement","size":18787,"visible":true,"origin":"","legend":"","description":"","filename":"additionalfiletable2resultsICVICVR.docx","url":"https://assets-eu.researchsquare.com/files/rs-3772972/v1/39623504a56fc578b94ff838.docx"},{"id":49767420,"identity":"9fecde29-64ef-4e35-bea9-5f3ecb540d1d","added_by":"auto","created_at":"2024-01-17 17:15:21","extension":"docx","order_by":4,"title":"","display":"","copyAsset":false,"role":"supplement","size":740102,"visible":true,"origin":"","legend":"","description":"","filename":"additionalfile3toolandfigure.docx","url":"https://assets-eu.researchsquare.com/files/rs-3772972/v1/557eaa73f13c96351fbcc289.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Adaptation and Modification of The Professional Identity Formation Scale for Postgraduate Trainees In Basic Health Science: A Mixed Method Study","fulltext":[{"header":"Background","content":" \u003cp\u003eProfessional identity refers to the understanding and reinterpretation of communications within a professional working environment and aligning one's behavior with the standards and culture of a particular professional. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) It involves continuous learning and growth, enabling educators to enhance their teaching practices, expand their pedagogical knowledge, and stay abreast of current educational trends and research. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eThe concept of professional development can be viewed from various perspectives. One significant paradigm perceives it as a process that helps professionals address gaps in their knowledge and skill sets. In this sense, professional development is seen as a means to overcome deficiencies in a postgraduate trainee's level of performance (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Although doctoral students' academic success and happiness are becoming more investigated in higher education studies, much remains to learn about their professional identity. Professional identity development encompasses the amalgamation of one's personal and professional identity. (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). However, due to the complexity and multidimensionality of this process, suitable measurement criteria are not always available (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMoreover, different social and professional groups may have distinct views on what it means to be a professional, and these concepts and meanings can evolve (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Despite its impact, students of basic health sciences often lack awareness of the construct and its influence on their professional lives because most of the work on PIF has been done in the clinical sciences (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003csup\u003e\u0026minus;\u003c/sup\u003e(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Moreover, qualitative study paradigms have explored PIF widely, emphasizing the need for more quantitative analysis with psychometric-based measures (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Existing instruments for evaluating professional identity lack psychometric validation for postgraduates in the basic science (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003csup\u003e\u0026minus;\u003c/sup\u003e(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e).\u003c/p\u003e "},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003ePhase one: Instrument design/item development\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eScale questions were produced from the literature gathered from PubMed, Google Scholar, and other sources to discover publications on developing tools for PIF in the medical and basic health sciences. The already validated tools PSIQ and Tagawa (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e) were used, which were adapted and modified for the postgraduate trainees of basic health sciences. The main goal was to define the concept and determine whether the associated construct\u0026rsquo;s measurements are present. The response possibilities for each item were chosen as part of the survey's design process, and closed-ended survey questions were created. (Additional file: annexe II)\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003ePhase 2: Judgmental evidence (validation)\u003c/h2\u003e \u003cp\u003eThe accuracy of the items in reflecting the construct of the scale was assessed through instrument validation and content validity. We employed a two-stage Delphi technique to ensure the content's validation. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). For the Delphi survey, experts were specifically identified as medical educationalists who hold a Master's degree in health professions education and have experience in the subject field. A panel of experts was chosen by purposive sampling methods. A set involving documents consisting of a cover letter, consent form, and a series of questions was electronically distributed to a group of twelve specialists at the initial round one. The cover letter provided details on the criteria used to pick the experts, the research's background, and instructions for rating the survey items. Participants were instructed to evaluate the significance of each item on a 5-point Likert scale in relation to the construct. (5. highly relevant or representative, 4. Relevant or representative, 3. Neutral, 2. Somewhat relevant or representative, 1. Not relevant or representative.) (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Furthermore, the panelists were instructed to provide any remarks they may have in the designated comment area. A questionnaire was concluded with an open-ended question that encouraged panelists to propose any additional components. Data were analysed with descriptive statistics such as means, I-CVI, S-CVI, and CVR using Statistical Package for Social Sciences (SPSS) version 21. Delphi studies employ a certain threshold of concurrence among specialists to assess consensus within a group of experts. The consensus is quantitatively assessed by the utilization of specialists. The statistical measures of the field include the mean, median, mode, standard deviation, and percentage agreement. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). In round two, the questionnaire was sent over to panellists who used Google Forms to respond in the first round. The experts were directed to classify each item according to its clarity and significance. In order to determine the relevance, participants were instructed to evaluate the items using a 5-point Likert scale, taking into consideration their relevance to the concept. To provide clarity, a 3-point Likert rating system was utilized. (1\u0026thinsp;=\u0026thinsp;not straightforward, 2\u0026thinsp;=\u0026thinsp;item needs revision, and 3\u0026thinsp;=\u0026thinsp;highly clear; this indicates whether something is clear.). The study was ended after reaching consensus following the completion of the second phase. The items' content validity index (I-CVI) and the composite score for the content validity scale (S-CVI/Ave) were computed using the items' relevance to the construct in the previous round. Items with an I-CVI of 0.78 were excluded, items with an I-CVI ranging from 0.78 to 0.90 were modified, and items with an I-CVI of 0.90 were included.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe Delphi technique was used, and each item was revised for structure, relevance, and clearness, and dismissed questions were removed or unclear phrasing was modified (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). The content validity ratio (CVR) was determined using the Lawshe formula, which analyzes the significance of survey items. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). The items with a CVR between 0.60 and 0.80 were modified, while those with values below 0.60 were eliminated from the instrument. Cognitive interviewing approaches were used to investigate how postgraduate trainees of basic health sciences comprehend the meaning of survey items (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Participants were interviewed through Zoom meetings. Data were transcribed and analysed using the Braun and Clark framework (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e) which comprises six stages (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). The study followed GRAMMS (Good Reporting of a Mixed Methods Study) guidelines for mixed-method research (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003ePhase 3: Pilot testing\u003c/h2\u003e \u003cp\u003eTwo frequently used methods of pilot testing involve assessing the construct validity and internal consistency of the instrument. (9). Variables were classified into several dimensions using construct validity and assessed using factor analysis. The instrument was created through a process of iteration. The instrument\u0026apos;s construct validity was verified by conducting exploratory factor analysis, followed by confirmatory factor analysis. (9). Reliability determined the internal consistency of the tool. Data was gathered from a sample of five hundred postgraduate trainees through the use of Google Forms and a traditional paper-based approach. The sample method employed was purposive sampling. The scale reliability of the questionnaire was assessed using scale analyses in SPSS to establish \u0026nbsp;Cronbach\u0026apos;s alpha value. Factor analysis \u0026nbsp;was done \u0026nbsp;for the construct validity. A combination of EFA and CFA was used \u0026nbsp;to observe the scale\u0026apos;s \u0026nbsp;elements. \u0026nbsp;The KMO test and Bartlett\u0026apos;s test of sphericity were used to guarantee \u0026nbsp;the sample size was appropriate for exploratory factor analysis (EFA). Following this, Confirmatory factor analysis (CFA) was implemented using AMOS (version 21.00) to authenticate \u0026nbsp;the factor construction of the removed factors (20).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eData collection instrument:\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe Modified Professional Identity Scale is given in (Additional file: annex II)\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eEthical Concerns:\u003c/h2\u003e \u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e To ensure informed and voluntary consent, participants received a description of the investigation's design, methodology, and their right to leave at any time. The data were securely password-protected, backed up regularly, and stored in a safe place accessible only to the researcher. The researcher will hold data for a maximum of five years, after which it will be discarded.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe results of every step of the study are mentioned in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSteps in the development of the professional identity formation scale.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSteps in the development of the professional identity formation scale for postgraduate basic health sciences\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSteps for instrument development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResults\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ea. Literature search\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePubmed, Google Scholar, Eric, Science direct\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eb. Content Specification \u0026amp; Item Generation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-validation tool ( tagawa \u0026amp; PSIQ)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ec. Adaptation and Modification of the existing tool.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eModified tool with 63 items (PIF tool for basic health sciences postgraduates\u0026rsquo; trainees\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ed. Expert validation ( Delphi procedure\u0026thinsp;=\u0026thinsp;two rounds ;\u003cem\u003eN\u0026thinsp;=\u0026thinsp;7, N\u003c/em\u003e\u0026thinsp;=\u0026thinsp;7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eConducted in two rounds with medical educationalists and subject experts .Out of 63 items consensus was made on 50 items, 13 items were removed. The value of S-CVI/Ave were 0.83.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ee. Cognitive interviews ( \u003cem\u003eN\u0026thinsp;=\u003c/em\u003e\u0026thinsp;15)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 items were assessed based on responses of the participants 10 items were rephrased: wording changed and adjusted to basic health sciences context.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ef. Instrument piloting ( \u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;500/500)\u003c/p\u003e \u003cp\u003eFactor analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEFA \u0026amp; CFA showed a good fit, The significant value of Cronbach\u0026rsquo;s Alpha was 0.84 to 0.97, suggestive of good internal consistency of the tool.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003ePhase 1: Instrument design/item development\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eDuring phase one of the instrument design, items were established. After removing items and identifying duplicates in the PSI/PSIQ and Tagawa, 63 items were classified and identified as belonging to the category of PIF in basic health sciences.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003ePhase 2: judgmental evidence (validation)\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eValidation of instruments in the initial round of the Delphi survey, the response rate was 7/8. Items which met the predefined criteria and had an 80% consensus among experts were eliminated, while things that met the fair and good standards were selected for further evaluation in round two. (Additional file: annexe III). The response rate for the second round was 84%, with 7 out of 8 participants responding. The experts reached a consensus of 90% agreement on the items, hence the Delphi rounds were ended. The S-CVI/Ave values were 0.83. By applying predetermined criteria for I-CVI and CVR, two components were eliminated, thirteen items were modified, while the remaining ones were retained. As a result, the tool was reduced to 50 items at this stage (Additional file: annexe IV). After gathering responses from fifteen people (n 15) during cognitive pretesting of the 50-item measure, ten items were rephrased with minor modifications, and one item was eliminated. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e displays the findings from phase two.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResult of Delphi round of basic health science postgraduate trainee PIF tool. Phase II (n1\u0026thinsp;=\u0026thinsp;7/8) (n2\u0026thinsp;=\u0026thinsp;7/8)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI-CVI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCVR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCombined Results of experts and cognitive interview\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel like I am a member of basic science health profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRevised\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel I have strong ties with members of basic science health profession\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI find myself making excuses for belonging to basic science health profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am pleased to belong to basic science health profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI can identify positively with members of basic science health profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBeing a member of basic science health profession is important to me.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel I share characteristics with other members of basic science \u0026amp; medical profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have never thought about the reasons or principles behind the required code of conduct.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am sometimes unable to do something I was not interested in despite understanding its necessity.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI behave correctly as an educator on a daily basis.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhen I am acknowledged by senior trainees or colleagues, I feel that I am being recognized.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI first consider how to share responsibilities with trainees/colleagues in order to fulfill duties required of me.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am working to improve my behavior as a trainee by constantly analyzing and reflecting on my own actions.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI take great care not to offend senior trainees or colleagues.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI act with respect for the opinions of my colleagues when I have a conflict of opinion with those around me.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGood test results and qualifications are important evaluation of self.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe way senior trainees act towards me is more important than how they feel about me.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe colleagues I can be close friends with are those who have the same concerns and interests as me.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIf I were able to play a role in improving society and organizations, I would be satisfied even if I did not receive individual recognition.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have used my own beliefs and ideals as a standard to evaluate my own actions as an educator \u0026amp; trainee.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek opportunities to collaborate with professionals from different disciplines within the field of basic science.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel a sense of responsibility to contribute to the advancement of scientific knowledge in my chosen area of expertise.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI strive to maintain a work-life balance that supports my personal well-being and professional growth.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek opportunities to collaborate with researchers from diverse backgrounds and disciplines within the basic sciences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am motivated to contribute to the advancement of scientific knowledge and innovation in my specific field of study.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel a sense of pride and accomplishment when I successfully overcome challenges and obstacles in my research\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI believe that my work as a postgraduate basic science trainee has a positive impact on society and the broader scientific community.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek mentorship and guidance from experienced researchers and professionals in my field\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRevised\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am committed to staying updated with the latest advancements and breakthroughs in my area of specialization within the basic sciences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am dedicated to promoting scientific integrity and ethical conduct in my research practices.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI value interdisciplinary collaboration and believe it enhances the quality and impact of my research.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively engage in professional development activities, such as workshops and conferences, to enhance my skills and knowledge.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel a sense of responsibility to effectively communicate my research findings to both scientific and non-scientific audiences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek feedback from mentors and supervisors to enhance my professional growth and performance.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI perceive myself as a contributor to the broader scientific community, beyond the boundaries of my own research projects.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI prioritize the ethical conduct of research and adhere to the highest standards of integrity in my work.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively engage in professional networking activities to build connections and expand my knowledge base.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI seek opportunities to mentor and guide junior trainees in the field of basic science.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am confident in my ability to contribute meaningfully to the field of basic science through my research and expertise.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI consider constructive criticism as an opportunity for personal and professional development.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI value collaboration and teamwork in the pursuit of scientific knowledge.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI recognize the importance of maintaining a positive work environment for the well-being of myself and my colleagues.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am open to new ideas and perspectives that challenge my existing knowledge and beliefs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am committed to ongoing learning and continuous professional development in the field of basic science.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI strive to bridge the gap between research and clinical practice for the benefit of patients and society.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am dedicated to upholding the ethical principles and values of the medical profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel a sense of pride in the contributions I make as a postgraduate in basic sciences trainee.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have a clear understanding of the professional values and ethical standards that are expected in my field.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel confident in my ability to integrate my personal and professional values in my work as a postgraduate in basic sciences trainee.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek out role models and mentors who exemplify the professional identity I aspire to have.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel supported and encouraged by my academic advisors or supervisors in my professional identity formation journey.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am aware of the opportunities and resources available to me for networking and building professional connections.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively engage in activities or initiatives that promote interdisciplinary collaboration and teamwork within my field.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel a sense of belonging and inclusion within the community of postgraduates in basic sciences trainees.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI am committed to lifelong learning and continuous professional development as a postgraduate in basic sciences trainee.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek opportunities to engage in professional networking events and conferences relevant to my field of study.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel confident in articulating my professional goals and aspirations as a postgraduate in basic sciences trainee.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek out feedback and constructive criticism to help shape and refine my professional identity.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRevised\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI engage in reflective practices to deepen my understanding of the values and ethics inherent in my field of study.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek out opportunities to collaborate with professionals from diverse backgrounds to broaden my perspective\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRemoved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI actively seek opportunities to participate in research projects and scientific discussions relevant to my field of study.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have a clear understanding of the core competencies and skills required to excel in my chosen discipline within the basic sciences.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem-63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI feel confident in my ability to apply theoretical knowledge to real-world scientific challenges.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIncluded\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProportion relevance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.83\u003c/p\u003e \u003cp\u003eS-CVI/\u003c/p\u003e \u003cp\u003eAve\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003ePIF; professional identity formation, n1: number of participants in round 1; n2: number of participants in round 2; I-CVI: Content Validity Index of Item; CVR: Content Validity Ratio.\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003e( Additional file: annexe VI\u003c/b\u003e Table \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e \u003cb\u003eresults)\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e \u003cb\u003ehere: (Result of Delphi round of basic health science postgraduate trainee PIF tool. Phase II (n1\u0026thinsp;=\u0026thinsp;7/8) (n2\u0026thinsp;=\u0026thinsp;7/8))\u003c/b\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eThematic analysis:\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe results and findings from the thematic analysis are given in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThemes, Sub-themes and Representative Quotes.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSub-Theme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRepresentative Quotes\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 1: Understanding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItem Wording and Structure\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"\u003cem\u003eItem 12 may be redesigned separately and divided into two parts for better clarity, one qualification, and other test results.\"\u003c/em\u003e \u003cb\u003e(Participant-1)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTerminology and Clarity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\"Consider using 'new guidelines' or 'research-practice gap for patient and societal benefit' in item 37\u003c/em\u003e.\u003cb\u003e\"\u003c/b\u003e \u003cb\u003e(Participant-4)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiverse Perspectives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\"The researchers recognized that various factors could influence participants' views and opinions, making it important to consider the diverse perspectives in the study.\"\u003c/em\u003e \u003cb\u003e(Participant-5)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 2: Judgment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuestion Relevancy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\"Item 12 required rewording to differentiate between 'good test result' and 'qualification' as they have different meanings and could be confusing to the reader.\"\u003c/em\u003e \u003cb\u003e(Participant-1)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRedundancy and Similarity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\"Items 1 and 2 are quite similar. Suggested modification: Consider rephrasing item 2 to avoid redundancy with item 2.\"\u003c/em\u003e \u003cb\u003e(Participant 2)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 3: Response\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eComprehensive and Well-Defined\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\"The questionnaire is comprehensive and well-defined, making it an enjoyable reading experience.\"\u003c/em\u003e \u003cb\u003e(Participant 6)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClarity and Participant Benefits\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e\"Item 37 would benefit from rephrasing to address 'new guidelines' or explore the gap between recent research and its implementation in clinical practice for the benefit of patients and society.\"(\u003c/em\u003e \u003cb\u003eParticipant 11)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 4: Adequacy of Content\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoverage of Aspects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"\u003cem\u003eThe questionnaire covers all aspects of professional identity formation effectively.\"\u003c/em\u003e \u003cb\u003e(Participant 12)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLanguage and Target Population\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\"\u003cem\u003eThe language used was academic and appropriate for the target population, allowing readers to grasp the researchers' intentions clearly.\"\u003c/em\u003e \u003cb\u003e(Participant 12)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e \u003cb\u003ehere: (Themes, Sub-themes and Representative Quotes.)\u003c/b\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003ePhase 3: Piloting\u003c/h2\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003eDemographic Characteristics of Participants\u003c/h2\u003e \u003cp\u003e Participants were selected based on inclusion criteria and provided written informed consent. Demographic data was collected on a paper proforma and through Google form. The piloting survey had two sections: demographics and 50 questions on PIF measured on a 5-point Likert Scale. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Demographic characteristics are mentioned below in Table \u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Characteristics of Participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGender distribution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e205\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e308\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e60.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eRespondent Age\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25 years and below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25 years and below\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e272\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e53.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26 to 35 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e164\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36 to 45 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46 to 55 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.8%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e56 years and above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eQualification distribution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM.Sc.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMHPE scholars\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMPhil scholars\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e241\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12.1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMHR\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eProfession distribution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDemonstrator/lecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24.6%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRegistrar.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssistant professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.4%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssociate professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.4%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot working\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfessor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12.5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe response rate for this phase in the pilot testing was 95% (n 470/500). The Kaiser- Meyer Olkin Measure of sampling adequacy (KMO) yielded a value of 0.9954, indicating a high level of adequacy. Additionally, the results were found to be statistically significant result (approximately chi-square\u0026thinsp;=\u0026thinsp;17799.554; degrees of freedom\u0026thinsp;=\u0026thinsp;1225; p\u0026thinsp;=\u0026thinsp;0.000\u0026thinsp;\u0026lt;\u0026thinsp;0.05) comes from Bartlett's test of sphericity, the sample size was acceptable for factor analysis. According to the scree-plot graphic, four is the ideal number of PIF scale variables, as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \n\u003cp\u003eThe five elements reserved in the PIF \u0026nbsp;scale were intended for 99.99% \u0026nbsp;of the variance (Additional file: annexe V). All the factor loadings were higher than 0.400, between 0.51 and 0.84. The EFA was done by extracting factors with \u0026nbsp;eigenvalues more than 1.0, using the basic component of the analysis , and then rotating \u0026nbsp;the factors using the varimax rotation (21). The Varimax technique identified five factors with acceptable loading values. The rotational component matrix helps analyze how distinct items group together depending on underlying variables and provides insight into the latent constructs in the data.\u003c/p\u003e\n\u003ch2\u003eConfirmatory Factor Analysis (CFA)\u003c/h2\u003e\n\u003ch2\u003eGoodness of Fit of the CFA Model for the PIF-Scale\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp;The CFA model generated 14 \u0026nbsp;items associated with the five \u0026nbsp;elements of PIF \u0026ldquo;Commitment to Professional Identity, belonging and Values\u0026rdquo; (15 items; factor loadings: 0.436\u0026ndash;0.757), \u0026ldquo;Pursuit of Knowledge and Excellence,\u0026rdquo; (8 \u0026nbsp;items; factor loadings: 0.499\u0026ndash; 0.646), \u0026ldquo;Professional Growth and Collaboration,\u0026rdquo; ( 7 items; factor loadings: 0.486\u0026ndash; 0.707), \u0026ldquo;Personal Growth and Reflection,\u0026rdquo; ( for that six items; the factor loadings: 0.461\u0026ndash; 0.767), \u0026ldquo;Confidence and Impact\u0026rdquo; (6 - \u0026nbsp;items; factor loadings: 0.425\u0026ndash; \u0026nbsp;0.552). The CFA model is shown in Figure 4, showing 42 items in the scale formed. The results of the fit indices of the tool specify that the values of absolute and incremental fit indices resemble to a good fit model (Table 5)\u003c/p\u003e\n\u003cp\u003eTable 5. Results of confirmatory factor analysis of the 50-items instrument (Phase-3) (n 500/500).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFit Indices\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCut-off values\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMeasured values\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbsolute fit measures Observed normed\u003c/p\u003e \u003cp\u003eχ 2/df\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;5\u003c/p\u003e \u003cp\u003eThe smaller, the better\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.707\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRoot mean square error of approximation (RMSEA)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.08 to 0.1 (0.05 is cut off for good fit model)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.082\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIncremental Fit measures\u003c/p\u003e \u003cp\u003eTucker-Lewis Index (TLI)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdjacent to 1 (Higher the better) (0.9 is cut off value)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.75\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComparative fit index (CFI)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNear to 1\u003c/p\u003e \u003cp\u003e(Higher the better)\u003c/p\u003e \u003cp\u003e(0.9 is cut off value\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eReliability for a CFA model:\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe correlation between the studied constructs was found to be statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;.01). The Cronbach's Alpha coefficient ranged from 0.84 to 0.97, indicating a high level of internal consistency for the tool. The initial exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) models for the Professional Identity Formation (PIF) scale are deemed to be reliable in assessing participants' professional identity, since they demonstrate satisfactory levels of reliability.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis study aimed to examine how PIF develops during different stages of basic health sciences education and explore the factors contributing to or inhibiting its development. This study involved PIF scale development through a multidimensional, multi-phased, rigorous methodology comprising a theoretical framework, a Delphi technique, exploratory factor analysis followed by confirmatory factor analysis, and pilot testing.\u003c/p\u003e\u003cp\u003eTo evaluate the scale's content validity, we have used I- CVI and S-CVI to make up for the skewness by eccentricity in the S-CVI (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). The I-CVIs and CVR scores showed that the items were meaningful and pertinent to determining the PIF for postgraduate students in basic health sciences. Low CVRs were found for some items. However, it's possible that experts didn't understand what they were measuring. Two more studies aimed to measure professional identity among medical students using valid and reliable instruments. (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). The first study used Brown et al.'s Professional Identity Questionnaire (PIQ) and identified two factors, PIF-attachment and detachment, while the second study used Tagawa's scale and identified five factors. While the modified scale also identified factors related to the basic health science postgraduates. The first study evaluated content validity using item-level CVI and CVR. It explored correlations with the Academic Self-Regulation Scale, (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAt the same time, the second study assessed content validity with the item Content Validity Index (I-CVI) and noted a low response rate. Both studies offer valuable insights and avenues for refinement in measurement tools within the medical education context. The CFA and Cronbach's alphas value indicated the high internal consistency of the tool. From the values, it can be proven that each component of the CFA model is a sufficient to excellent indicator of the variable in question (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e)(\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). The baseline EFA model's indices demonstrate that the PIF scale has an acceptable and trustworthy factor structure and a good model fit. The CFA model's validity for the PIF scale was assessed through the examination of Cronbach's alpha and composite reliability statistics. (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e) All Cronbach's alpha values were more significant than 0.70, some even exceeding 0.90, showing high internal reliability (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAdditionally, rigorous qualitative research found the overall PIF scale to have high content validity. This was established by conducting interviews with multiple experts until saturation was reached. Understanding the factors affecting PIF across multiple domains can enhance prospective respondents' skills, behavior, and personal values. It can be valuable for educational institutions, policymakers, and healthcare workers to identify personal and professional growth areas.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThe study developed a tool to evaluate professional identity for postgraduate students in basic health sciences with five valid factors and 50 items.\u003c/p\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eFuture Directions\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eFuture studies may anticipate using a larger sample to confirm the viability of the created tools.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Strengths and Limitations","content":"\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003cp\u003eThe PIF scale was validated with high consistency and reliability. It contributes to assessing professional identity in medical education and has practical implications for institutions, policymakers, and healthcare workers. The study has a few limitations: the questionnaire may not be relevant for other clinical populations, outcomes may be exaggerated due to recall bias or self-reported measures, and the form takes 20\u0026ndash;30 minutes to complete.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003eThis study was conducted six months after authorization of the \u0026nbsp;synopsis from the Advanced Study and Research Board (ASRB), Khyber Medical University (KMU) Peshawar (ASRB002059/AM/ IHPE) obtained \u0026nbsp;in 135th \u0026nbsp;meeting of the KMU AS\u0026amp;RB held online on 31st/05/2023, along with ethical clearance certificate. All methods were carried out according to relevant guidelines and regulations, and informed consent was obtained from all participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest/Competing interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors report there are no competing interests to declare.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author took permission from the participant about the publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis published article and its supplementary information files include all data generated or analyzed during this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eUS\u0026nbsp;designed the study, collected data, and analyzed the data.\u003c/p\u003e\n\u003cp\u003eUM\u0026nbsp;conceptually designed the study, revised the manuscript, and gave final approval of the manuscript.\u003c/p\u003e\n\u003cp\u003eNM\u0026nbsp;Analysed the data and revised the manuscript.\u003c/p\u003e\n\u003cp\u003eBM\u0026nbsp;Substantially reviewed and revised the manuscript.\u003c/p\u003e\n\u003cp\u003eASA\u0026nbsp;Substantially reviewed and revised the manuscript.\u003c/p\u003e\n\u003cp\u003eMB\u0026nbsp;revised the manuscript and reviewed the draft.\u003c/p\u003e\n\u003cp\u003eAll the authors have read and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eSethi A, Schofield S, McAleer S, Ajjawi R. The influence of postgraduate qualifications on educational identity formation of healthcare professionals. Adv Heal Sci Educ [Internet]. 2018;23(3):567\u0026ndash;85. Available from: https://doi.org/10.1007/s10459-018-9814-5\u003c/li\u003e\n\u003cli\u003eAvidov-Ungar O. A model of professional development: teachers\u0026rsquo; perceptions of their professional development. Teach Teach Theory Pract. 2016;22(6):653\u0026ndash;69. \u003c/li\u003e\n\u003cli\u003eTrede F, Macklin R, Bridges D. Professional identity development: A review of the higher education literature. Stud High Educ. 2012;37(3):365\u0026ndash;84. \u003c/li\u003e\n\u003cli\u003eSmit L, Meyer R, Crafford I, Parris D. Exploring the experience of postgraduate students in their transition from a health science to an educational scholarship in an African university setting. SOTL South. 2017;1(1):78\u0026ndash;90. \u003c/li\u003e\n\u003cli\u003eYakov G, Riskin A, Flugelman AA. Mechanisms involved in the formation of professional identity by medical students. Med Teach [Internet]. 2021;43(4):428\u0026ndash;38. Available from: https://doi.org/10.1080/0142159X.2020.1854706\u003c/li\u003e\n\u003cli\u003eSalari M, Maginnis C, Gusar I, Tokić A, Lovrić R, Ashby SE, et al. Supporting the development of a professional identity: General principles. Med Teach [Internet]. 2019;24(1):1\u0026ndash;12. Available from: https://doi.org/10.1007/s10459-022-10146-2\u003c/li\u003e\n\u003cli\u003eSalari M. Reliability and Validity of the Persian Version of the Professional Self Identity Questionnaire ( PSIQ ) Introduction : 2021;1\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eTabatabaei ZS, Amini H, Manejad MK. Tools for Assessing Professional Identity in Health Profession Education: A Scoping Review. 2022;1\u0026ndash;21. Available from: https://doi.org/10.21203/rs.3.rs-2269507/v1\u003c/li\u003e\n\u003cli\u003eArtino AR, La Rochelle JS, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE Guide No. 87. Med Teach. 2014;36(6):463\u0026ndash;74. \u003c/li\u003e\n\u003cli\u003eBoateng GO, Neilands TB, Frongillo EA, Melgar-Qui\u0026ntilde;onez HR, Young SL. Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Front Public Heal. 2018;6(June):1\u0026ndash;18. \u003c/li\u003e\n\u003cli\u003eTagawa M. Tawaga, 2019, Dev of a scale to evaluate medical PIF.pdf. 2019;1\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eGul S, Mahboob U, Yasmin R, Khan RA, Baseer N, Abrar S. Know thyself: Development and validation of self-awareness of teaching skills (SATS) measuring instrument for medical teachers. Med Teach [Internet]. 2021;43(12):1406\u0026ndash;12. Available from: https://doi.org/10.1080/0142159X.2021.1948518\u003c/li\u003e\n\u003cli\u003eJoshi A, Kale S, Chandel S, Pal D. Likert Scale: Explored and Explained. Br J Appl Sci Technol. 2015;7(4):396\u0026ndash;403. \u003c/li\u003e\n\u003cli\u003evon der Gracht HA. Consensus measurement in Delphi studies. Review and implications for future quality assurance. Technol Forecast Soc Change [Internet]. 2012;79(8):1525\u0026ndash;36. Available from: http://dx.doi.org/10.1016/j.techfore.2012.04.013\u003c/li\u003e\n\u003cli\u003eNasa P, Jain R, Juneja D. Delphi methodology in healthcare research: How to decide its appropriateness. World J Methodol. 2021;11(4):116\u0026ndash;29. \u003c/li\u003e\n\u003cli\u003eAyre C, Scally AJ. Critical values for Lawshe\u0026rsquo;s content validity ratio: Revisiting the original methods of calculation. Meas Eval Couns Dev. 2014;47(1):79\u0026ndash;86. \u003c/li\u003e\n\u003cli\u003eSusanto H, Wedyaswari M, Dalimunthe KL. A content validity and cognitive interview to develop the HARMONI items: Instrument measuring student well-being in West Java, Indonesia. Front Educ. 2023;8(March):1\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eBraun V, Clarke V. Using thematic analysis in psychology; In qualittaive research in psychology. Uwe Bristol [Internet]. 2006;3(2):77\u0026ndash;101. Available from: https://psychology.ukzn.ac.za/?mdocs-file=1176\u003c/li\u003e\n\u003cli\u003eO\u0026rsquo;Cathain A, Murphy E NJ. GRAMMs guideline. \u003c/li\u003e\n\u003cli\u003eGorsuch; 1983 R 1970). Behavioral Sciences, Mathematics \u0026amp; Statistics, Social Sciences. 448 p. \u003c/li\u003e\n\u003cli\u003eClark LA, Watson D. Constructing validity: New developments in creating objective measuring instruments. Psychol Assess. 2019;31(12):1412\u0026ndash;27. \u003c/li\u003e\n\u003cli\u003eBano U, Mahboob U, Tassadaq N. PROFESSIONAL IDENTITY AND MEDICAL STUDENTS OF foundationuniversity medical college. J Postgrad Med Inst. 2021;35(3). \u003c/li\u003e\n\u003cli\u003eTagawa M. Scales to evaluate developmental stage and professional identity formation in medical students, residents, and experienced doctors. BMC Med Educ. 2020;20(1):1\u0026ndash;9. \u003c/li\u003e\n\u003cli\u003eDaan T, der Vossen Marianne M van, Anouk W, Kusurkar RA. Validation of the professional identity questionnaire among medical students. BMC Med Educ. 2021;21(1):1\u0026ndash;8. \u003c/li\u003e\n\u003cli\u003eFaller H, Kohlmann T, Zwingmann C, Maurischat C. Exploratory and confirmatory factor analysis. Rehabilitation. 2006;45(4):243\u0026ndash;8. \u003c/li\u003e\n\u003cli\u003eMatthews J, Bialocerkowski A, Molineux M. Professional identity measures for student health professionals - A systematic review of psychometric properties. BMC Med Educ. 2019;19(1):1\u0026ndash;10. \u003c/li\u003e\n\u003cli\u003eCunha J. [4] Cunha et al. 2007. 2018;(January 2007). \u003c/li\u003e\n\u003cli\u003eLewis T. Fit Statistics commonly reported for CFA and SEM. Cornell Stat Dep [Internet]. 2017;08:0\u0026ndash;1. Available from: https://www.cscu.cornell.edu/news/Handouts/SEM_fit.pdf\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Professional identity formation, Postgraduate trainees, Basic health sciences","lastPublishedDoi":"10.21203/rs.3.rs-3772972/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3772972/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground:\u003c/h2\u003e \u003cp\u003eThe professional identity formation (PIF) of postgraduate trainees in basic health sciences is critical to their educational journey. Yet, there is a lack of appropriate measurement tools. This research aimed to adapt and modify an existing PIF scale to assess the professional identities of postgraduate basic health sciences trainees.\u003c/p\u003e\u003ch2\u003eMethods:\u003c/h2\u003e \u003cp\u003eA mixed-method study was conducted to validate a modified PIF scale. An instrument was developed following AMEE Guide 87. Seven medical educationalists and basic health science postgraduate supervisors established its content validity and reliability. Cognitive interviews were conducted with 15 participants, and the tool was validated through the Delphi technique. Piloting was undertaken on a simple random sample of 500 postgraduate trainees. Psychometric analyses, including structure factor analysis, internal consistency testing, and qualitative content analysis, were used to evaluate the modified scale.\u003c/p\u003e\u003ch2\u003eResults:\u003c/h2\u003e \u003cp\u003eFive factors were identified related to professional identity formation, \u0026ldquo;Commitment to Professional Identity, belonging and Values,\u0026rdquo; \u0026ldquo;Pursuit of Knowledge and Excellence,\u0026rdquo; \u0026ldquo;Professional Growth and Collaboration,\u0026rdquo; Personal Growth and Reflection,\u0026rdquo; and \u0026ldquo;Confidence and impact.\u0026rdquo; The modified PIF scale demonstrated robust psychometric properties, including a well-defined factor structure, significant reliability, and high internal consistency. With a Cronbach alpha 0.97, the PIF scale's five kept variables accounted for 99.99% of the variance.\u003c/p\u003e\u003ch2\u003eConclusions:\u003c/h2\u003e \u003cp\u003eIn this study, the modified PIF scale was found to be a reliable tool for assessing the professional identities of postgraduate trainees.\u003c/p\u003e","manuscriptTitle":"Adaptation and Modification of The Professional Identity Formation Scale for Postgraduate Trainees In Basic Health Science: A Mixed Method Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-01-17 16:59:16","doi":"10.21203/rs.3.rs-3772972/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-05-16T10:51:25+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-05-15T16:13:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"a2e64eb0-2e48-4daf-9446-0a5f167447c3","date":"2024-05-03T14:28:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"0cd1f2db-6dfe-4160-90b8-b5b9478d823d","date":"2024-03-06T08:00:25+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-02-20T04:54:24+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"679da63d-73e3-4b6b-a3c0-f48516400793","date":"2024-02-13T13:11:39+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-02-04T10:48:30+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-02-04T10:45:08+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2024-01-15T07:15:40+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-01-15T05:56:06+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2023-12-18T16:45:36+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5cd5e295-3930-4a61-9767-6cbfa038415f","owner":[],"postedDate":"January 17th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-04-07T15:59:33+00:00","versionOfRecord":{"articleIdentity":"rs-3772972","link":"https://doi.org/10.1186/s12909-025-07025-w","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-04-02 15:57:11","publishedOnDateReadable":"April 2nd, 2025"},"versionCreatedAt":"2024-01-17 16:59:16","video":"","vorDoi":"10.1186/s12909-025-07025-w","vorDoiUrl":"https://doi.org/10.1186/s12909-025-07025-w","workflowStages":[]},"version":"v1","identity":"rs-3772972","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3772972","identity":"rs-3772972","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}