Development of the clinical learning evaluation questionnaire for undergraduate clinical education: factor structure, validity, and reliability study

Al-Haqwi, Ali I; Kuntze, Jeroen; Molen, Henk T. van der

doi:10.1186/1472-6920-14-44

Cited by 26 publications

(39 citation statements)

References 18 publications

(15 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We used a validated MCQ test for knowledge, and OSCE for communication skills, self‐reporting on knowledge, skill and attitude improvement; and a qualitative study to explore students’ perceptions. These methods are widely used in international research with high validity and are viewed positively by students .…”

Section: Methodsmentioning

confidence: 99%

Can a family medicine rotation improve medical students’ knowledge, skills and attitude towards primary care in Vietnam? A pre‐test–post‐test comparison and qualitative survey

Thai

Pham

Nguyen

et al. 2019

Tropical Med Int Health

View full text Add to dashboard Cite

objectives Well-designed studies on the impact of a family medicine rotation on medical students are rare, and very few studies include a qualitative component. This study aimed to determine the improvement of medical students' knowledge, communication skills and attitude towards primary care and explore their perceptions after rotations, in comparison with a control group.methods We used a mixed-methods design, comprising a pre-test-post-test comparison between a sample of trained students who took family medicine rotations and a control group and a qualitative survey. The measurement of improvement included (i) multiple choice question testing, (ii) objective structured checklist examinations, (iii) self-reporting and (iv) interviews and focus group discussions. Data were collected from August 2017 to June 2018.results There were 696 students in the trained group and 617 controls. The two groups' baseline scores in knowledge, communication skills and attitude were not significantly different. Knowledge covering five domains of family medicine (Pearson's r from 0.6 to 0.9) improved significantly, as did attitudes towards primary care in the trained group. There were no differences in communication and counselling skills between the two groups for four situations, but for two-health check-ups and mental health care-skills were significantly improved (Pearson's r from 0.28 to 0.43). The qualitative survey showed highly positive feedback from trained students.conclusions The family medicine rotation significantly improved students' knowledge and attitude towards primary care and some communication skills. Further studies should investigate students' interest in and career choice for this discipline.keywords family medicine rotation, primary care, knowledge, attitude, skill, pre-test and post-test comparison, qualitative survey, Vietnam Sustainable Development Goals (SDGs): SDG 3 (good health and well-being), SDG 17 (partnerships for the goals) *This article is part of a series of papers created in honour of the 40th anniversary

show abstract

Section: Methodsmentioning

confidence: 99%

Can a family medicine rotation improve medical students’ knowledge, skills and attitude towards primary care in Vietnam? A pre‐test–post‐test comparison and qualitative survey

Thai

Pham

Nguyen

et al. 2019

Tropical Med Int Health

View full text Add to dashboard Cite

show abstract

“…Data was collected from all clinical students belonging to years five and six (n=178) rotating at the four clerkship sites affiliated with CMHS. The survey instrument consisted of demographic questions (3 items), questions specific to clinical clerkship teaching and supervision (33 items) derived from existing clinical teaching evaluation instruments 8 - 10 and one question pertaining to overall evaluation of the clerkship experience. Participants responded using a five point Likert-scale (strongly disagree, disagree, uncertain, agree, strongly agree).…”

Section: Methodsmentioning

confidence: 99%

Exploring variability of teaching & supervision at clinical clerkship teaching sites

et al. 2018

View full text Add to dashboard Cite

Objective:To explore undergraduate medical students’ perception of variation in teaching and supervision at different clinical teaching sites.Methods:This descriptive cross-sectional study was conducted at the College of Medicine & Health Sciences, United Arab Emirates University, UAE during 2017. Four clinical teaching sites affiliated with CMHS were evaluated namely Shaikh Khalifa Medical City (SKMC), Ambulatory Care Clinics (AC), Tawam Hospital (TH) and Al-Ain Hospital (AH). An online questionnaire was administered to year five and six students.Results:The response rate was 84.4%. Overall perception of the students about their clinical clerkship experience was positive. SKMC was rated as the best teaching site with mean rating of 3.79±0.97-4.79±0.43. The highest rated item was clinical teacher’s promotion of critical thinking in students while the lowest rated item was the opportunity to take responsibility for patient care. Ambulatory Care site had a mean rating of 2.33±1.23-4.13±1.19. The highest rated item at this site was the clinical teacher encouraging students to ask questions and participate actively. At Tawam Hospital, the mean ratings ranged between 2.65±1.64-4.31±0.86 with highest rated item being ability of the students to see cases with positive clinical findings. At the Al-Ain Hospital, the mean rating was in the range of 2.79±1.45-3.81±1.11. The item rated highest here was the ability of students to see cases with positive clinical findings. The lowest rated item at all three sites was the availability of on-call rooms and lockers. Significant variability was seen across training sites in the clinical teacher’s ability to act as professional role models, the opportunity for students to apply their previous knowledge to patient care and to independently assess patients before discussion with teachers.Conclusion:This study tool highlights variation in clinical teaching and supervision at four clinical teaching sites. It provides specific, actionable information which can be utilized to deliver equitable learning experiences across clinical clerkships and teaching sites. It places emphasis on the fact that lack of physical facilities hampers clinical teaching and supervision, hence, on call rooms, lockers and separate rooms for independent student interaction with patients should be provided at all clinical teaching sites.

show abstract

“…Additional file 1: Table A. Items for inclusion in Delphi including origins (items marked in bold are negatively phrased) [31][32][33][34][35][36]. Table B: Varimax rotated component matrix for the two factor solution.…”

Section: Supplementary Informationmentioning

confidence: 99%

Development of a brief learning environment measure for use in healthcare professions education: the Healthcare Education Micro Learning Environment Measure (HEMLEM)

Isba

Rousseva

Woolf³

et al. 2020

BMC Med Educ

View full text Add to dashboard Cite

Background: The learning environment impacts many aspects of healthcare education, including student outcomes. Rather than being a single and fixed phenomenon, it is made up of multiple micro learning environments. The standard clinical learning environment measurement tools do not consider such diversity and may fail to adequately capture micro learning environments. Moreover, the existing tools are often long and may take a prohibitive amount of time to complete properly. This may have a negative impact on their usefulness in educational improvement strategies. In addition, there is no universal tool available which could be utilised across several healthcare student groups and placement settings. Aim: To create an evidence-based measurement tool for assessing clinical micro learning environments across several healthcare profession student groups. Methods: The measurement tool was developed through a step-wise approach: 1) literature review with iterative analysis of existing tools; 2) generation of new items via thematic analysis of student experiences; 3) a Delphi process involving healthcare educators; 4) piloting of the prototype; and 5) item reduction. Results: The literature review and experiential data from healthcare students resulted in 115 and 43 items respectively. These items were refined, leaving 75 items for the Delphi process, which produced a prototype with 57 items. This prototype was then completed by 257 students across the range of healthcare professions, with item reduction resulting in a 12-item tool. Conclusion: This paper describes a mixed methods approach to developing a brief micro learning environment measurement tool. The generated tool can be used for measuring student perceptions of clinical environments across several healthcare professions. Further cross-cultural and cross-professional validation studies are needed to support widespread use, possibly through mobile application.

show abstract

Development of the clinical learning evaluation questionnaire for undergraduate clinical education: factor structure, validity, and reliability study

Cited by 26 publications

References 18 publications

Can a family medicine rotation improve medical students’ knowledge, skills and attitude towards primary care in Vietnam? A pre‐test–post‐test comparison and qualitative survey

Can a family medicine rotation improve medical students’ knowledge, skills and attitude towards primary care in Vietnam? A pre‐test–post‐test comparison and qualitative survey

Exploring variability of teaching & supervision at clinical clerkship teaching sites

Development of a brief learning environment measure for use in healthcare professions education: the Healthcare Education Micro Learning Environment Measure (HEMLEM)

Contact Info

Product

Resources

About