Psychometric Properties of the Bullying Behaviors Questionnaire among Medical Sciences Students in Clinical Education Settings: A Study in Iran

Abstract Introduction: Bullying behaviors in clinical education settings can adversely affect medical sciences students’ learning experiences, academic performance, and well-being. This study aimed to evaluate the psychometric properties of the Bullying Behaviors in Nursing Education (BBNE) questionnaire among medical sciences students in clinical education settings in Iran. Methods This cross-sectional study included 739 students from Zanjan University of Medical Sciences, Iran, representing several disciplines, including medicine, nursing, midwifery, operating room technology, and anesthesiology technology. The 18-item Bullying Behaviors in Nursing Education (BBNE) questionnaire was culturally adapted and psychometrically evaluated for use among medical sciences students. Data were analyzed using SPSS and EQS software. Results Of the 739 participants, 457 (61.8%) were female, 671 (90.8%) were single, and 692 (93.6%) lived in urban areas. The mean age was 22.93 years (SD = 2.02). Bullying behavior scores differed significantly according to field of study, housing arrangement, and academic semester (all P < 0.001). Higher mean scores were observed among students in anesthesiology and medicine, students living in rented housing, and those in semesters 8 or higher. No statistically significant differences were observed according to sex, marital status, ethnicity, urban/rural residence, or employment status (all P > 0.05). Confirmatory factor analysis demonstrated an acceptable model fit (CFI = 0.933, RMSEA = 0.070). Conclusion The findings indicate that the BBNE questionnaire demonstrates acceptable psychometric properties and an appropriate factorial structure for assessing bullying behaviors among medical sciences students in clinical education settings. Higher bullying behavior scores were associated with field of study, housing arrangement, and more advanced academic semesters. The instrument may be useful for identifying bullying behaviors and informing educational and managerial interventions aimed at promoting a safe and supportive clinical learning environment.