Measuring the medical school learning environment

Marshall, Robert

doi:10.1097/00001888-197802000-00003

Cited by 66 publications

(78 citation statements)

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“…4) The management subscale is referred to as organization and flexibility in the MSLES (Marshall, 1978), and as student involvement (in curriculum etc.) and administratively flexible in the Medical School Environment Questionnaire (MSEQ) (Wakeford, 1981).…”

Section: Discussionmentioning

confidence: 99%

“…5) The emotions subscale is referred to as academic enthusiasm in the LEQ (Rothman & Ayoade, 1970), as emotional climate in the MSLES (Marshall, 1978), and as enjoyable in the MSEQ (Wakeford, 1981).…”

Section: Discussionmentioning

confidence: 99%

“…As shown in Figure 1, recent scales have accessed the overall learning climate, the individual clinical phase, or certain themes that can influence the learning climate. The scales that have accessed the overall learning climate include the Medical Student Education Environment Measure (MSLES) (Marshall, 1978); the scale developed by Polali and Price (2000); the Medical Education Environment Measure (MEEM) (Roff, McAleer, Harden, & AlQahtani, 1996); and the Dundee Ready Education Environment Measure (DREEM) (Roff, 2005;Roff et al, 1996;Roff et al, 1997). The MSLES was the first measurement tool used to evaluate the learning climate among medical students.…”

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confidence: 99%

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A De Novo Tool to Measure the Preclinical Learning Climate of Medical Faculties in Turkey

2015

EDUC SCI-THEOR PRACT

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Although several scales are used to measure general and clinical learning climates, there are no scales that assess the preclinical learning climate. Therefore, the purpose of this study was to develop an effective measurement tool in order to assess the preclinical learning climate. In this cross-sectional study, data were collected from 3,540 preclinical medical students of six medical faculties in Turkey. The methodology included the following activities: generate an item pool, receive expert opinions, perform a pretest to purify the instrument, and conduct factor and reliability analyses. According to the factor analysis, eight factors were determined and their contribution to the variance was 50.39%. In addition, the item factor loadings ranged from .31 to .91, Cronbach's alpha coefficients for the subscales ranged from .72 to .77, and the item-total correlation coefficients for the subscales ranged from .44 to .76. All the items significantly discriminated between the lowand high-performing students (t = 99.57; p = .01). The scale included 52 items with the following subscales: management, teaching, teaching staff, institutional commitment, emotions, inter-student relationships, physical environment, and motivation. The analysis of this newly developed Preclinical Learning Climate Scale (PLCS) indicated that its psychometric properties are appropriate and this scale can be employed to evaluate medical education programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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A De Novo Tool to Measure the Preclinical Learning Climate of Medical Faculties in Turkey

2015

EDUC SCI-THEOR PRACT

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“…These are labeled, the perception of learning, the perception of course organizers, academic self-perception, the perception of atmosphere (SPoA), and social self-perception [6]. Medical educators and researchers of different parts of the world have tried to quantify the medical education environment and the most extensively utilizing the DREEM inventory [6,[7][8][9][10][11][12][13][14][15]. Thereafter, the DREEM inventory has demonstrated itself globally valuable in a diverse health-care setting such as medical, dental, nursing, and chiropractic the teaching-learning environments [16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Analysis and Results: Confirmatory Factor Analysis the Malay Version of Dreem Inventory With Medical Students of Unisza, Kuala Terengganu, Malaysia

Haque

Yusoff

Majumder

et al. 2017

Asian J Pharm Clin Res

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Objectives:The DREEM inventory has been universally established as a generic instrument to assess health-related educational programs. There were some apprehensions regarding the psychometric properties of the DREEM raised in last few years. This study evaluated first ever the psychometric properties of the Bahasa Melayu version of the DREEM in a sample of Malaysian medical students. Methods:A cross-sectional study was carried and universal sampling method was applied. Researchers selected 1-5 th -year medical students of Universiti Sultan Zainal Abidin, Malaysia, as study subjects. Researchers collected data through a guided self-administered questionnaire during a face-to-face session.Results: Confirmatory factor analysis (CFA) showed that the one factor model of DREEM-M (Model A), consisting 50 items were not fit, indicating it was a multidimensional instrument. On further CFA, it appeared that the proposed five-factor structure was not fit (Model B) as all the goodness-of-fit indices did not signify a model fit. Conclusions:The study findings revealed that the DREEM inventory 50-item inventory failed to achieve a model fit, but it demonstrated a high of internal consistency. The proposed 19-item DREEM-M revealed good model fit.

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“…El mencionado instrumento consta de 180 ítems, agrupados en 18 subescalas o dimensiones. Posteriormente se han desarrollado algunos otros [3][4][5][6] que, al no tener en cuenta las innovaciones curriculares y el cambio del proceso de enseñanza-aprendizaje (centrado ahora en el estudiante), han quedado pronto obsoletos. Estimulados por las sugerencias de Genn y Harden [1], Roff et al [7] desarrollaron y validaron el cuestionario DREEM (Dundee Ready Educational Environment Measure), aplicado en este estudio.…”

Section: Introductionunclassified

Percepción de los estudiantes de medicina del ambiente educativo en una facultad con currículo tradicional (UCH-Chile) y otra con currículo basado en problemas (UNC-Argentina)

et al. 2011

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Percepción de los estudiantes de medicina del ambiente educativo en una facultad con currículo tradicional (UCH-Chile) y otra con currículo basado en problemas (UNC-Argentina) Gabriela Díaz-Véliz, Sergio Mora, Ricardo Bianchi, Pascual A. Gargiulo, Carolina Terán, Dorian Gorena, José V. Lafuente-Sánchez, Jesús F. Escanero-Marcen © 2011 Educación MédicaMedical students' perception of the educational environment in a faculty developing a traditional curriculum (UCH-Chile) and another with a problem based learning curriculum (UNC-Argentina)Aim. To assess and compare the perception about the educational environment of medical students from two Latin-American universities, University of Chile (UCH) and National University of Cuyo (UNC), which develop a traditional curriculum and a problem based curriculum, respectively. Subjects and methods.A transversal study was performed in 465 students: 232 from the UCH and 233 from the UNC. The distribution was 84/70 for the first course, 77/97 for the third one and 71/66 for the fifth one, respectively. The DREEM questionnaire, which consists of 50 items, was applied. It covers 5 dimensions of the educational environment: perception about learning, perception about teachers, academic self-perception, perception about educational climate and social self-perception.Results. Total DREEM scores were significantly higher in the UNC. Scores were similar in all courses from both universities, with the exception of fifth course UCH. Regarding their perception about teachers, students of the fifth course UCH showed the lowest score, whereas students of the first course UNC had the best perception. Similar results were obtained for the academic auto-perception; while the perception of the learning environment obtained higher scores in the three courses from the UNC. Social auto-perception was similar in all courses tested in this study. Conclusions.Differences observed between both universities could be attributed to their different curricula. Problem based curriculum seems to be better appreciated than the traditional one. Our study corroborates the efficacy of the DREEM questionnaire to identify strengths and weaknesses of the curriculum and for the assessment of teaching quality in medical schools.Key words. Curriculum. DREEM. Educational environment. Medical students. Student perceptions. Teaching.Objetivo. Evaluar y comparar la percepción que del ambiente educativo tienen los estudiantes de medicina de dos universidades iberoamericanas: Universidad de Chile (UCH) y Universidad Nacional de Cuyo (UNC), que desarrollan un currículo tradicional y un currículo basado en problemas, respectivamente.Sujetos y métodos. Participaron 465 estudiantes: 232 de la UCH y 233 de la UNC. La distribución fue de 84 y 70 estudiantes para el primer curso, 77 y 97 para el tercero, y 71 y 66 para el quinto, respectivamente. Se aplicó el cuestionario DREEM, que consiste en 50 ítems, agrupados en cinco dimensiones: percepción de la enseñanza, percepción de los profesores, autopercepción académica, percepción...

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Measuring the medical school learning environment

Cited by 66 publications

References 0 publications

A De Novo Tool to Measure the Preclinical Learning Climate of Medical Faculties in Turkey

A De Novo Tool to Measure the Preclinical Learning Climate of Medical Faculties in Turkey

Analysis and Results: Confirmatory Factor Analysis the Malay Version of Dreem Inventory With Medical Students of Unisza, Kuala Terengganu, Malaysia

Percepción de los estudiantes de medicina del ambiente educativo en una facultad con currículo tradicional (UCH-Chile) y otra con currículo basado en problemas (UNC-Argentina)

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