The full AMEE Guide, printed separately, in addition contains case examples from the authors' experiences of successes and challenges they have faced.
The learning environment can be broadly conceptualized as the physical, social, and psychological context in which learning and socialization takes place. While there is now an expectation that health professions education programs should monitor the quality of their learning environment, existing measures have been criticized for lacking a theoretical foundation and sufficient validity evidence. Guided by Moos’s learning environment framework, this study developed and preliminarily validated a global measure of the learning environment. Three pilot tests, conducted on 1,040 undergraduate medical students, refined the measure into the 35-item Health Education Learning Environment Survey (HELES), which consists of six subscales: peer relationships, faculty relationships, work–life balance, clinical skills development, expectations, and educational setting and resources. A final validation study conducted on another sample of 347 medical students confirmed its factor structure and examined its reliability and relation of the HELES to the Medical School Learning Environment Survey (MSLES). Subscale reliabilities ranged from .78 to .89. The HELES correlated with the MSLES at .79. These results indicate that the HELES can provide a valid and reliable assessment of the learning environment of medical students and, as such, can be used to inform accreditation and program planning in health professions programs.
I n Canada, as in many other countries, access to a family physician remains problematic for many patients, espe cially those in northern, rural and remote commun ities. 1-4 In 2016, there were 234 physicians per 100 000 pop ulation in Canada; 92% were located in urban areas and only 8% were located in rural areas, 5 yet 18% of Canadians live in rural areas. 6 Regional medical campuses represent an educa tional strategy for addressing health care workforce needs. 7 Traditionally, regional medical campuses provide training in basic science, clinical training or both. Physician maldistribution is evident in British Columbia, where physicians cluster mainly in urban areas. 8 In 2004, the University of British Columbia (UBC) established a com bined regional medical campus model 9 where, in addition to the main campus, 2 regional medical campuses provided both basic science and clinical training. Since then, many other medical schools in Canada and the United States have devel oped regional campuses. 10 Students from rural backgrounds are more likely to practise in rural areas, 11 and previous stud ies suggest that undergraduate rural training (especially longi tudinal rural training) increases the likelihood of rural practice. Research regarding undergraduate rural education models is sparse 12 beyond descriptive studies, and evidence is lacking that these educational interventions increase the rural workforce. 13 The primary objective of this study was to deter mine the association between a combined regional medical campus model and rural family medicine practice. Methods Setting Community action in BC led to a collaboration between the UBC Faculty of Medicine (the only medical school in the province), the BC government,
Managing curricula and curricular change involves both a complex set of decisions and effective enactment of those decisions. The means by which decisions are made, implemented, and monitored constitute the governance of a program. Thus, effective academic governance is critical to effective curriculum delivery. Medical educators and medical education researchers have been invested heavily in issues of educational content, pedagogy, and design. However, relatively little consideration has been paid to the governance processes that ensure fidelity of implementation and ongoing refinements that will bring curricular practices increasingly in line with the pedagogical intent. In this article, the authors reflect on the importance of governance in medical schools and argue that, in an age of rapid advances in knowledge and medical practices, educational renewal will be inhibited if discussions of content and pedagogy are not complemented by consideration of a governance framework capable of enabling change. They explore the unique properties of medical curricula that complicate academic governance, review the definition and properties of good governance, offer mechanisms to evaluate the extent to which governance is operating effectively within a medical program, and put forward a potential research agenda for increasing the collective understanding of effective governance in medical education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.