Validating an adapted questionnaire to measure belongingness of medical students in clinical settings

Abstract

Introduction: Belongingness is a key factor that influences learner development and wellbeing, but no previous research has been performed to evaluate perceived belongingness in medical students whilst on their placements. Method: The Belongingness Scale-Clinical Placement Experience (BES-CPE) for nursing students was adapted for use with medical students. Following a face validity assessment, 490 undergraduate medical students in years three to five at a UK university were invited to participate and 302 completed the adapted questionnaire. The factor structure was explored using Exploratory Factor Analysis (EFA) with Principal Component Analysis (PCA) and internal consistency was assessed using Cronbach’s alpha. Results: A three-component structure was identified (Esteem, Connectedness, and Efficacy), which was aligned to the original theoretical model underpinning the scale, and the instrument had high internal consistency. Four items were discarded and the final adapted version had a total of 30. Conclusions: The adapted BES-CPE instrument for medical students in our sample of UK undergraduate medical students had an appropriate factor structure and high internal consistency. This context-specific instrument can be used for future research as a valid instrument to measure the role of belongingness in medical education and to support developing belongingness in medical students during clinical placements.

Keywords

• belongingness
• measuring
• medical student
• learning
• questionnaire