Assessing the Learning Environment for Medical Students: An Evaluation of a Novel Survey Instrument in Four Medical Schools

2016 ◽  
Vol 41 (3) ◽  
pp. 354-359 ◽  
Author(s):  
Linda H. Pololi ◽  
Arthur T. Evans ◽  
Leslie Nickell ◽  
Annette C. Reboli ◽  
Lisa D. Coplit ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Medical Schools ◽  
Survey Instrument

scholarly journals Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula

2018 ◽  
Vol 52 (3) ◽  
pp. 116-121
Author(s):  
Olufunmilola A. Ogun ◽  
Timothy E. Nottidge ◽  
Sue Roff
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Medical School ◽  
Survey Design ◽  
Medical Schools ◽  
Learning Climate ◽  
Older Students ◽  
The Mean ◽  
Improved Learning

Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate.  Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM

scholarly journals American Medical Student Perceptions of the Online Learning Environment, their Quality of Life, and the School of Medicine’s Response During COVID-19 Pandemic

2020 ◽  
Author(s):  
Eric W. Villanueva ◽  
Hannah Meissner ◽  
Ryan W. Walters
Keyword(s):  
Quality Of Life ◽  
Online Learning ◽  
Medical Student ◽  
Medical Students ◽  
Learning Environment ◽  
American Medical ◽  
Student Perceptions ◽  
Medical Schools ◽  
Online Learning Environment

Abstract Purpose: Responding to the COVID-19 pandemic, American medical schools made swift changes to clinical education based on guidelines provided by the Association of American Medical Colleges. We collected medical student perceptions of the online learning environment, quality of life (QoL), and the pandemic response by their School of Medicine (SoM). The purpose of this study was to provide suggestions to inform medical schools’ response during the continuation of this pandemic and the next.Methods: Between April 29, 2020 and May 16, 2020, the authors distributed a 60-item questionnaire that assessed demographics, learning environment, QoL, and the SoM response. Likert-type items were analyzed on an item-by-item basis, whereas themes were identified for open-ended questions.Results: A total of 330 medical students (of 632; 52.2%) responded. Those who responded had positive perceptions of the online learning environment with moderate QoL disruptions to concentration and sleep. Although most students perceived being able to contribute meaningfully to the healthcare setting, they viewed themselves as underutilized. Three themes encapsulated both positive and negative perceptions of the SoM’s response—communication, learning environment, and empathy and support.Conclusion: These findings provide insight into medical student perceptions of their learning environment and QoL as they acclimated to changes resulting from the COVID-19 pandemic. Results can help inform a SoM’s response during the continuation of the COVID-19 pandemic as well as during future pandemics or crises. Follow‐up surveys of medical students at multiple institutions across the United States and abroad will be essential to better characterize student perceptions.

Dissection of the Destitute: The Supply of Anatomical Subjects to the Medical Schools of Aberdeen c. 1832–1902

2018 ◽  
Vol 38 (2) ◽  
pp. 238-260 ◽  
Author(s):  
Dee Hoole
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
The City

This article examines the mechanisms and arrangements for the movement of subjects for dissection at Aberdeen after the Anatomy Act, and the methods adopted by the Inspector of Anatomy for Scotland and the teachers of anatomy to implement the Act. There has been limited research on the working of the Anatomy Act in Scotland, which this paper aims to address by demonstrating the uniquely Scottish manner of implementation of the Anatomy Act through the use of the Funeratory system, which worked remarkably smoothly. Regimes and arrangements associated with the dissection and disposal of anatomical remains in the city provide statistics, and give details of unclaimed paupers who became ‘material contributions’ for Aberdeen anatomists and medical students.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

scholarly journals Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools

2021 ◽  
Vol 8 ◽  
pp. 238212052110186
Author(s):  
Lisa M Meeks ◽  
Ben Case ◽  
Erene Stergiopoulos ◽  
Brianna K Evans ◽  
Kristina H Petersen
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Students With Disabilities ◽  
Class Size ◽  
Medical Schools ◽  
Organizational Characteristics ◽  
School Level ◽  
Student Diversity ◽  
Structural Barriers ◽  
Disability Disclosure

Introduction: Leaders in medical education have expressed a commitment to increase medical student diversity, including those with disabilities. Despite this commitment there exists a large gap in the number of medical students self-reporting disability in anonymous demographic surveys and those willing to disclose and request accommodations at a school level. Structural elements for disclosing and requesting disability accommodations have been identified as a main barrier for students with disabilities in medical education, yet school-level practices for student disclosure at US-MD programs have not been studied. Methods: In August 2020, a survey seeking to ascertain institutional disability disclosure structure was sent to student affairs deans at LCME fully accredited medical schools. Survey responses were coded according to their alignment with considerations from the AAMC report on disability and analyzed for any associations with the AAMC Organizational Characteristics Database and class size. Results: Disability disclosure structures were collected for 98 of 141 eligible schools (70% response rate). Structures for disability disclosure varied among the 98 respondent schools. Sixty-four (65%) programs maintained a disability disclosure structure in alignment with AAMC considerations; 34 (35%) did not. No statistically significant relationships were identified between disability disclosure structures and AAMC organizational characteristics or class size. Discussion: Thirty-five percent of LCME fully accredited MD program respondents continue to employ structures of disability disclosure that do not align with the considerations offered in the AAMC report. This structural non-alignment has been identified as a major barrier for medical students to accessing accommodations and may disincentivize disability disclosure. Meeting the stated calls for diversity will require schools to consider structural barriers that marginalize students with disabilities and make appropriate adjustments to their services to improve access.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

Sign in / Sign up

Export Citation Format

Share Document