期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2015
卷号：12
期号：1
页码：1-7
DOI：10.3352/jeehp.2015.12.39
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:While a strong learning environment is critical to medical student education,the assessment of medical school learning environments has confounded researchers.Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models.Two schools were new international partnerships,and the third was school leaver program es_x0002_tablished without international partnership.Methods:First- and second-year students responded anonymously to sur?veys at the end of the academic year.The surveys included the JHLES,a 28-item survey using five-point Likert scale re?sponse options,the Dundee Ready Educational Environment Measure (DREEM),the most widely used method to assess learning environments internationally,a personal growth scale,and single-item global learning environment assessment variables.Results:The overall response rate was 369/429 (86%).After adjusting for the medical school year,gender,and ethnicity of the respondents,the JHLES detected differences across institutions in four out of seven domains (57%),with each school having a unique domain profile.The DREEM detected differences in one out of five categories (20%).The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale.The JHLES showed high internal reliability for the total score (α= 0.92) and the seven domains (α,0.56-0.85).Con?clusion:The JHLES detected variation between learning environment domains across three educational settings,thereby creating unique learning environment profiles.Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.
关键词：Purpose:While a strong learning environment is critical to medical student education,the assessment of medical school learning environments has confounded researchers.Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models.Two schools were new international partnerships,and the third was school leaver program es_x0002_tablished without international partnership.Methods:First- and second-year students responded anonymously to sur?veys at the end of the academic year.The surveys included the JHLES,a 28-item survey using five-point Likert scale re?sponse options,the Dundee Ready Educational Environment Measure (DREEM),the most widely used method to assess learning environments internationally,a personal growth scale,and single-item global learning environment assessment variables.Results:The overall response rate was 369/429 (86%).After adjusting for the medical school year,gender,and ethnicity of the respondents,the JHLES detected differences across institutions in four out of seven domains (57%),with each school having a unique domain profile.The DREEM detected differences in one out of five categories (20%).The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale.The JHLES showed high internal reliability for the total score (α= 0.92) and the seven domains (α,0.56-0.85).Con?clusion:The JHLES detected variation between learning environment domains across three educational settings,thereby creating unique learning environment profiles.Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.
