Development and Initial Validation of a Measure of Intention to Stay in Academia for Physician Assistant Faculty
Journal of Physician Assistant Education
Purpose The purpose of this research was to construct and validate a measure of "intention to stay in academia" for physician assistant faculty members. Methods The 70-item instrument was developed through a literature review, a qualitative investigation of how experienced physician assistant faculty members conceptualized "intention to stay in academia," and an expert review of survey items. The items were pilot tested on a convenience sample of 53 faculty members from 9 physician assistant programs; the revised survey was then administered to all 1002 physician assistant program faculty members in the United States with physician assistant credentials. Rasch analyses were conducted to examine psychometric properties of the measure and collect evidence of validity. Results The national survey had a 48% response rate, and participants were representative of all physician assistant faculty members. Although the overall instrument demonstrated acceptable construct coverage, good reliability estimates, and adequate fit statistics for the majority of the items, only 36.5% of the variance in the data could be explained by the measure. A subset of 19 items relating to a supportive academic environment ("Supportive Environment" scale) was extracted and met the expectations of the Rasch model. Conclusions The Supportive Environment scale produced a meaningful progression of indicators of "intention to stay in academia" for physician assistant faculty members and demonstrated characteristics of a linear measure. Administrators can make valid inferences regarding physician assistant faculty intention to stay from the subscale analysis.
Physician Assistants, faculty attitudes. personnel retention
Graham-Burnet, Karen and Beltyukova, Svetlana, "Development and Initial Validation of a Measure of Intention to Stay in Academia for Physician Assistant Faculty" (2015). Allied Health Faculty Publications. 90.