Evaluating the Quality of Health Professions Learning Environments: Development and Validation of the Health Education Learning Environment Survey (HELES)

Rusticus, Shayna A.; Wilson, Derek; Casiro, Oscar; Lovato, Chris Y.

doi:10.1177/0163278719834339

Cited by 22 publications

(34 citation statements)

References 19 publications

(24 reference statements)

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“…Many questionnaires that measure teacher and student perceptions about educational environments have been reported in the literature, [5,7,35,36] but not on curriculum viability inhibitors explicitly.…”

Section: Discussionmentioning

confidence: 99%

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Development and Validation of Teacher and Student Questionnaires Measuring Inhibitors of Curriculum Viability

Khan

Spruijt

Mahboob

et al. 2021

Preprint

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BackgroundCurriculum viability is determined by the degree to which quality standards have or have not been met, and by the inhibitors that affect attainment of those standards. The literature reports many ways to evaluate whether a curriculum reaches its quality standards, but less attention is paid to the identification of viability inhibitors in different areas of the curriculum that hamper the attainment of quality. The purpose of this study is to develop and establish the reliability and validity of questionnaires that measure the presence of inhibitors in an undergraduate medical curriculum. MethodsTeacher and student questionnaires developed by the authors were sent to medical educationalists for qualitative expert validation and to establish their content validity. To establish the response process validity, cognitive interviews were held with teachers and students to clarify any confusion about the meaning of items in the questionnaires. Reliability and construct validity of the questionnaires were established by responses from 575 teachers and 247 final-year medical students.Results Qualitative expert validation was provided by 21 experts. The initial teacher and student questionnaires containing respectively 62 items to measure 12 theoretical constructs, and 28 items to measure 7 constructs, were modified to improve their clarity and relevance. The overall scale validity index for the questionnaires was, in order, .95 and .94. Following the cognitive interviews, the resultant teacher and student questionnaires were reduced to respectively 52 and 23 items. Furthermore, after the confirmatory analysis, the final version of the teacher questionnaire was reduced to 25 items to measure 6 constructs and the student questionnaire was reduced to 14 items to measure 3 constructs. Good-for-fit indices were established for the final model and Cronbach alphas of, in order, .89 and .81 were found for the teacher and student questionnaire.ConclusionThe valid and reliable curriculum viability inhibitor questionnaires for teachers and students developed in this study can be used by medical schools to identify inhibitors to achieve standards in different areas of the curriculum.

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Section: Discussionmentioning

confidence: 99%

“…For instance, DREEM, AMEET, HELES [3][4][5] and JHLES [6] measure the educational environment, and AIM measures the implementation of assessment [7]. Yet we did not nd any questionnaires that measure the inhibitors of the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Teacher and Student Questionnaires Measuring Inhibitors of Curriculum Viability

Khan

Spruijt

Mahboob

et al. 2021

Preprint

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“…Currently, many tools are available to evaluate specific areas of a curriculum. For instance, HELES (Rusticus et al, 2019), DREEM (Rotthoff et al, 2012) measures the learning and educational environment respectively, PHEEM (Bari et al, 2018) assesses the Postgraduate hospital educational environment, and AIM (Sajjad et al, 2018) measures the implementation of assessment in medical schools. These tools are not only specific for a curriculum area but also lack options to identify possible inhibitors.…”

Section: Discussionmentioning

confidence: 99%

Curriculum Viability Indicators: A Delphi Study to Determine Standards and Inhibitors of a Curriculum

et al. 2020

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Curriculum evaluation is typically done by using quality standards defined by accrediting bodies. This does not include inhibitors that hinder the achievement of standards. Hence, to address both standards and inhibitors, we have coined the new concept of “curriculum viability.” This study establishes consensus among experts on curriculum viability indicators, i.e. standards and inhibitors, and aims to provide a framework for evaluating the curriculum viability. The study was done in two phases. In the first phase, a consensus was established on the curriculum viability indicators using the Modified Delphi Technique using two rounds. In the first round of the Delphi process, 25 experts participated, which were reduced to 19 in the second round. After two rounds, experts developed a consensus on 40 out of 44 items. These included 27 standards and 13 inhibitors. In the second phase, 18 experts rank-ordered the indicators according to their relative importance in the areas of educational content and strategies, faculty, leadership, assessment, students, educational/working environment, communication, and technology. The list of indicators provides a framework for evaluating the curriculum viability, and their ordering enables curriculum managers to prioritize them during curriculum evaluation.

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“…Many authors have already been interested in studying the in uence of the educational environment on the learning process and a few scales have been developed, for example, the DREEM scale, the JHLES scale, the MSLES scale and others (3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21). The comparison of these tools is shown in Table 1.…”

Section: Introductionmentioning

confidence: 99%

How can we characterize medical simulation environment as a specific type of medical environment?

Mamcarz

Torres

Mamcarz

et al. 2020

Preprint

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Background: In order to improve the quality of courses in simulation, it is necessary to get to know the educational environment. The objective of this study was to adapt the DREEM scale and to present a new questionnaire called QuESST, that allows to define medical simulation environment as a specific type of educational environment.Methods: The DREEM scale was translated and adapted into Polish conditions. A new tool – QuESST questionnaire was developed to complete the data with medical simulation environment aspects. Reliability, t-test, Component Analysis as well as correlation between the two methods were assessed in a sample of medical science students (N=312).Results: Statistical analysis presented a good reliability of the Polish translation of the DREEM scale (Cronbach’s Alpha = 0,95). The t-test for the DREEM questionnaire was stable and reliable relevant (t=-,584, p=,562). Significant strong correlation was reported with the DREEM and QuESST tool (r=0,559, p£ 0.001). Also, moderate and high correlations were found with the overall result of QuESST and the results of individual DREEM subscales.Conclusions: The QuESST scale may be considered helpful in determining the medical simulation environment conditions and can be used to supplement the DREEM scale to create an effective educational environment with medical simulation.

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Evaluating the Quality of Health Professions Learning Environments: Development and Validation of the Health Education Learning Environment Survey (HELES)

Cited by 22 publications

References 19 publications

Development and Validation of Teacher and Student Questionnaires Measuring Inhibitors of Curriculum Viability

Development and Validation of Teacher and Student Questionnaires Measuring Inhibitors of Curriculum Viability

Curriculum Viability Indicators: A Delphi Study to Determine Standards and Inhibitors of a Curriculum

How can we characterize medical simulation environment as a specific type of medical environment?

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