Name-based instructor–student interaction in medical teaching: development and psychometric evaluation of a pilot questionnaire

Purpose: When instructors address students by name, this may be associated with students’ engagement and sense of inclusion in higher education. However, name-based instructor–student interaction has rarely been conceptualized as a multidimensional construct, and no psychometrically evaluated instrument is available for medical education. This study developed and psychometrically evaluated a pilot questionnaire assessing students’ perceived experiences of being addressed by name in medical teaching contexts.Methods: Questionnaire development followed a multistep exploratory approach that included qualitative input, iterative item refinement, and expert content review. An initial pool of 59 items was administered to medical students (n=270) from semesters 2–10 at a German medical faculty. Factor structure was examined using exploratory factor analysis based on Pearson correlations, oblique rotation, and predefined item-reduction criteria. Internal consistency was assessed using McDonald’s ω and Cronbach’s α, discriminant validity using the heterotrait–monotrait ratio, and generalized partial credit models were estimated separately for each factor.Results: Exploratory factor analysis yielded a parsimonious 3-factor solution comprising 15 items: cognitive activation, appreciation & social belonging, and social evaluative anxiety. The final model showed good fit, and all factors demonstrated strong internal consistency (ω=0.84–0.88), good measurement precision (expected a posteriori reliability=0.83–0.88), adequate discriminant validity (heterotrait–monotrait ratio <0.85), and acceptable item fit.Conclusion: The pilot questionnaire captures 3 distinct dimensions of name-based instructor–student interaction and provides promising initial psychometric evidence for medical education research. It may support confirmatory validation and further study of relational teaching practices.