We developed, through a three-round modified Delphi technique, an inventory [Assessment of Medical Education Environment by Teachers (AMEET)] to assess viewpoints of medical faculty on educational environment experienced by teachers. In Round 1, 16 members from international settings graded (0-3) and modified an initial list of statements, or suggested new statements for inclusion. In Round 2, the new statements were graded and previous responses reconsidered. Subsequently, statements with median scores ≤1 were excluded. The questionnaire was compiled following reconsideration of responses to new statements in Round 3. A pilot test enabled assessment of the validity and reliability of the instrument. The panel members modified and graded the initial 50 statements of the preliminary inventory and suggested five new statements. The new statements were graded, responses to previous 50 statements were reconsidered, and three statements with median scores <1 were removed following Round 2. On review of the 52 statements by panel, two statements (each with agreement of <75%) were deleted. The final 50-item inventory comprising six domains was piloted with 62 faculty. Cronbach's alpha of 0.94 was obtained. The AMEET inventory is valid, highly reliable and practically useful to assess medical faculty members' perceptions of educational environment.
A short course in study-skills was conducted recently for the new entrants at two of the medical schools in Sri Lanka. This course was designed to help students 10 understand how different students learn, the problem of retention and forgetting, group learning habits and the need for developing self-directed lifelong learning. The course proved to be very popular with the students but its effectiveness would also depend on the school's curriculum and the way the teachers would continue to teach and evaluate students.Med Teach Downloaded from informahealthcare.com by University of North Carolina on 02/03/15For personal use only.
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