Designing and Validation of the Leadership Competency Scale in Medicine

Background: Leadership competencies in medicine are the key factors in improving the performance of physicians and the health system. The aim of the present study was to design and validate the leadership competencies scale in medicine. Methods: This research was conducted with a qualitative-quantitative approach. The research sample consisted of 12 physician managers in the qualitative stage and 15 people in the content validity evaluation stage using purposive sampling method. In the preliminary implementation stage of the questionnaire, 35 people were selected by convenience sampling and the main implementation stage of the questionnaire 306 students, faculty members, and medical graduate managers were selected using relative stratified random method. Qualitative data were collected by semi-structured interview and quantitative data by questionnaire. To analyze the qualitative data, the Esterberg analysis method was used, and to evaluate the construct validity, confirmatory factor analysis with Smart-PLS3 software was used. To evaluate the validity of quantitative data, content validity index, content validity ratio, Cronbach's alpha coefficient, convergent validity, and structural equation model fit indices were used. The criteria of credibility, transferability, dependability, and conformability were used using triangulation to evaluate the validity of the qualitative research data. Results: Competencies and parameters of the questionnaire were extracted into 17 competences and 123 concepts through the coding of interview texts and converted into a questionnaire in 101 items. The content validity of 100 items was valid. The results of factor analysis showed that the factor load of 99 items was valid and 17 components explained the structure of leadership competencies. Based on the fit indices of the model, the measurement scale of leadership competencies in medicine was valid in 17 components and 99 items. These components include perception and impression management, professional ethics, conflict management, problem solving, discipline, informal organization, public communication skills, interpersonal relationship skills, listening, cultural management, professional culture, innovation and creativity, motivation, emotional intelligence, change management, feeling management, participative management. Conclusion: Attention to the curriculum of leadership competencies in medical education and the application of this scale can improve the quality of leadership in the health system.