Internal consistency reliability.

Competency frameworks such as CanMEDS anchor medical training and accountability, yet most validations privilege educators and seldom test whether patients recognize and prioritize the same architecture. We conducted a cross-sectional online survey (February–June 2025) of Lebanese adults (N = 403) to validate, from the patient perspective, the seven CanMEDS roles and to examine sociodemographic moderators of endorsement and rank priorities. A 103-item instrument combined five-point endorsements and forced ranking. Psychometric evaluation used polychoric exploratory factor analysis and confirmatory factor analysis with diagonally weighted least squares; reliability was estimated with Cronbach’s α and McDonald’s ω. Robust linear regressions (HC4) modeled domain scores, and multinomial logistic regression analyzed rank priorities. Exploratory analysis supported seven factors explaining 68.6% of variance. Confirmatory analysis showed excellent fit with strong loadings and high internal consistency (α ≥ 0.90; ω ≥ 0.91). Men endorsed the Medical Expert role less than women (β=−2.96, p = 0.032). Higher family income showed graded positive associations with Medical Expert (e.g., > $3,000/month: + 8.66 points, p = 0.008). Lower educational attainment predicted lower priorities for Professionalism, Leadership, and Scholarship. Rural respondents prioritized Medical Expert, Communication, and Leadership more than urban peers, whereas physician age and gender were not significant predictors. Embedding patient-derived signals into competency-based medical education—through curricular emphasis, assessment weights, and multisource feedback—may strengthen social accountability and alignment with community expectations. Future work should test longitudinal stability, cross-cultural measurement invariance, and higher-order or bifactor models to parse shared variance among closely related roles.以CanMEDS为代表的医学能力框架（CanMEDS）为医学培训与责任认定提供了核心依托，但现有验证研究大多偏向教育工作者视角，极少探讨患者是否认可并认同该框架的架构优先级。本研究于2025年2月至6月开展了一项针对黎巴嫩成年人的横断面在线调查（N=403），旨在从患者视角验证七个CanMEDS角色，并检验社会人口学因素对角色认可度与优先级排序的调节作用。 本研究采用的103条目量表融合了五级评分与强制排序任务。心理测量学评估采用多系列相关探索性因素分析（polychoric exploratory factor analysis）与对角加权最小二乘验证性因素分析（confirmatory factor analysis with diagonally weighted least squares）；信度通过克朗巴赫α系数（Cronbach’s α）与麦克唐纳ω系数（McDonald’s ω）进行估算。研究采用稳健线性回归（HC4）对各领域得分进行建模，采用多项逻辑回归分析优先级排序结果。 探索性因素分析结果显示，七个因子可解释68.6%的变异量。验证性因素分析结果表明模型拟合优良，因子载荷显著，内部一致性极高（α≥0.90；ω≥0.91）。亚组分析显示，男性对“医学专家”角色的认可度显著低于女性（β=-2.96，p=0.032）；家庭收入越高，对“医学专家”角色的认可度呈梯度正向关联（例如，月收入＞3000美元组得分较参照组高8.66分，p=0.008）。受教育程度较低的受访者对“专业素养”“领导力”与“学术能力”三个角色的优先级评分更低。农村受访者较城市受访者更重视“医学专家”“沟通协作”与“领导力”角色，而医师年龄与性别未对优先级排序产生显著预测作用。 将患者视角的信号融入基于能力的医学教育——通过课程设置优化、评估权重调整与多源反馈机制——可强化医学教育的社会责任感，并更好地契合社区民众的预期。未来研究可进一步检验该量表的纵向稳定性、跨文化测量不变性，并采用高阶或双因素模型解析高度相关角色间的共同变异量。