Exploratory and confirmatory factor analysis of the professional identity scale of Macleod Clark in Peruvian medical students

Flores-Cohaila J.A.; Bustamante-Ordoñez M.A.; Patiño-Villena A.F.; Pajuelo-Vasquez R.; Grau-Monge J.; Runzer-Colmenares F. · Educacion Medica (2025) · DOI: 10.1016/j.edumed.2024.100971

Resumen

Introduction: Professional identity is a fundamental concept in medical education, yet there is little research on the topic in Spanish-speaking countries. To close this gap, in this study, we sought to collect evidence of the internal structure validity of the Macleod Clark scale for professional identity. Methods: A cross-sectional observational study was conducted with 364 medical students. The Macleod Clark scale was administered, and an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed, as well as the McDonald's Omega test to assess internal consistency. Results: The EFA suggested a two- or three-factor structure for the 6-item scale and a two-factor structure for the 9-item scale. The CFA showed that the best model was the three-factor model for the 6-item scale: individual self-concept, desire to belong, and social comparison. This model demonstrated adequate internal consistency. Conclusions: This study provides evidence of validity for the use of Macleod Clark's professional identity scale in the Peruvian context. This scale is composed of three factors, not one, as previously described. It is suggested to initiate the use of the Macleod Clark scale for research and educational purposes, given that the development of professional identity has been a little-explored topic in Spanish-speaking medical education.

Instituciones: Universidad Científica del Sur