Developing Constructs of Anatomy Education Environment Measurement: A Delphi Study

Anatomy is the foundation of medicine. Having adequate anatomy knowledge would improve medical students’ comprehension of pathology and patient management. The evolving scenario in anatomy education has created a changing educational environment in medical schools. Since educational environment influence the students’ motivation and ability to learn, it is pertinent to measure anatomy education environment as a feedback mechanism tool for further improvement in the curriculum. This study was performed to measure pre-clinical medical students’ perception of the anatomy education environment in Universiti Putra Malaysia (UPM) by using a validated 25-item inventory, known as the Anatomy Education Environment Measurement Inventory (AEEMI). The inventory was distributed online to 171 first- and second-year medical students to measure their perception of anatomy teachers and instructors, anatomy knowledge, their intrinsic interest and efforts in learning anatomy, anatomy learning resources and histology practical facilities. The analysis revealed that most of the items show “positive area” indicated by score of more than four. The first-year medical students showed a significantly higher perception of the anatomy education environment compared to the second-year medical students (p ≤ 0.05). However, both cohorts perceived an “area of improvement” for histology practical facilities (score of 3 to 3.99). In conclusion, the students were pleased with the anatomy education experience in UPM except for histology practical facilities that may require further improvement. The use of virtual microscopy in histology teaching would be a good alternative to overcome the problem in histology teaching in UPM, especially during the COVID-19 pandemic.

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Anatomy Education Environment Measurement Inventory (AEEMI): a cross-validation study in Malaysian medical schools

BMC Medical Education ◽

10.1186/s12909-020-02467-w ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Siti Nurma Hanim Hadie ◽

Muhamad Saiful Bahri Yusoff ◽

Wan Nor Arifin ◽

Fazlina Kasim ◽

Zul Izhar Mohd Ismail ◽

...

Keyword(s):

Medical Students ◽

Teaching And Learning ◽

Goodness Of Fit ◽

Cross Validation ◽

Medical Training ◽

Medical Schools ◽

Anatomy Education ◽

Education Environment ◽

Fit Index ◽

Environment Measurement

Abstract Background The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia. Methods The initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses. Results The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P < 0.001, χ 2/df = 1.965, Root Mean Square of Error Approximation (RMSEA) = 0.018, Goodness-of-fit Index (GFI) = 0.929, Comparative Fit Index (CFI) = 0.962, Normed Fit Index (NFI) = 0.927, Tucker–Lewis Index (TLI) = 0.956) with Cronbach’s alpha values ranging from 0.621 to 0.927. Findings of the cross-validation across institutions and phases of medical training indicated that the AEEMI measures nearly the same constructs as the previously validated version with several modifications to the item placement within each factor. Conclusions These results confirmed that variability exists within factors of the anatomy education environment among institutions. Hence, with modifications to the internal structure, the proposed model of the AEEMI can be considered universally applicable in the Malaysian context and thus can be used as one of the tools for auditing and benchmarking the anatomy curriculum.

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Anatomy Education Environment Measurement Inventory (AEEMI): A cross-validation study in Malaysian medical schools

10.21203/rs.3.rs-55480/v1 ◽

2020 ◽

Author(s):

Siti Nurma Hanim Hadie ◽

Muhamad Saiful Bahri Yusoff ◽

Wan Nor Arifin ◽

Fazlina Kasim ◽

Zul Izhar Mohd Ismail ◽

...

Keyword(s):

Medical Students ◽

Teaching And Learning ◽

Cross Validation ◽

Medical Training ◽

Medical Schools ◽

Anatomy Education ◽

Public And Private ◽

Confirmatory Factor Analyses ◽

Education Environment ◽

Environment Measurement

Abstract Background: The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia.Methods: The initial 11-factor and 132-item AEEMI was distributed to 1,930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses. The best-fit model of AEEMI was achieved using five factors and 26 items (ꭓ2 = 3300.71 (df = 1680), P < 0.001, ꭓ2/df = 1.965, RMSEA = 0.018, GFI = 0.929, CFI = 0.962, NFI = 0.927, TLI = 0.956) with Cronbach’s alpha values ranging from 0.621 to 0.927.Results: Findings of the cross-validation across institutions and phases of medical training indicated that the AEEMI measures nearly the same constructs as the previously validated version with several modifications to the item placement within each factor.Conclusions: These results confirmed that variability exists within factors of the anatomy education environment among institutions. Hence, with modifications to the internal structure, the proposed model of the AEEMI can be considered universally applicable in the Malaysian context and thus can be used as one of the tools for auditing and benchmarking the anatomy curriculum.

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Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment

Anatomical Sciences Education ◽

10.1002/ase.1683 ◽

2017 ◽

Vol 10 (5) ◽

pp. 423-432

Author(s):

Siti Nurma Hanim Hadie ◽

Asma' Hassan ◽

Zul Izhar Mohd Ismail ◽

Mohd Asnizam Asari ◽

Aaijaz Ahmed Khan ◽

...

Keyword(s):

Learning Environment ◽

Anatomy Education ◽

Education Environment ◽

Environment Measurement

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Anatomy Education Environment Measurement Inventory (AEEMI): A cross-validation study in Malaysian medical schools

10.21203/rs.3.rs-55480/v2 ◽

2020 ◽

Author(s):

Siti Nurma Hanim Hadie ◽

Muhamad Saiful Bahri Yusoff ◽

Wan Nor Arifin ◽

Fazlina Kasim ◽

Zul Izhar Mohd Ismail ◽

...

Keyword(s):

Medical Students ◽

Teaching And Learning ◽

Goodness Of Fit ◽

Cross Validation ◽

Medical Training ◽

Medical Schools ◽

Anatomy Education ◽

Education Environment ◽

Fit Index ◽

Environment Measurement

Abstract Background: The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia. Methods: The initial 11-factor and 132-item AEEMI was distributed to 1,930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses. Results: The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P < 0.001, χ 2/df = 1.965, Root Mean Square of Error Approximation (RMSEA) = 0.018, Goodness-of-fit Index (GFI) = 0.929, Comparative Fit Index (CFI) = 0.962, Normed Fit Index (NFI) = 0.927, Tucker–Lewis Index (TLI) = 0.956) with Cronbach’s alpha values ranging from 0.621 to 0.927. Findings of the cross-validation across institutions and phases of medical training indicated that the AEEMI measures nearly the same constructs as the previously validated version with several modifications to the item placement within each factor. Conclusions: These results confirmed that variability exists within factors of the anatomy education environment among institutions. Hence, with modifications to the internal structure, the proposed model of the AEEMI can be considered universally applicable in the Malaysian context and thus can be used as one of the tools for auditing and benchmarking the anatomy curriculum.

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Mindful transition of In‐person anatomy education to a virtual education environment

Journal of Dental Education ◽

10.1002/jdd.12604 ◽

2021 ◽

Author(s):

Sujey Morgan ◽

Gabriela F. Lagreca

Keyword(s):

Virtual Education ◽

Anatomy Education ◽

Education Environment

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Perception of clinical educational environment by student of physiotherapy based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2019.16.16 ◽

2019 ◽

Vol 16 ◽

pp. 16 ◽

Cited By ~ 2

Author(s):

Karen Córdova-León ◽

Lincoyán Fernández-Huerta ◽

Marcela Rojas-Vargas

Keyword(s):

Analysis Of Variance ◽

Clinical Education ◽

Educational Environment ◽

Academic Institution ◽

Average Score ◽

Respiratory Care ◽

Education Environment ◽

And Performance ◽

Physiotherapy Students ◽

Environment Measurement

Purpose: It aimed at describing the perception of the clinical educational environment by physiotherapy students based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile.Methods: The clinical education environment was evaluated according to the Postgraduate Hospital Educational Environment Measure (PHEEM) by 192 students originally enrolled in the fifth year of the physiotherapy career at 3 different headquarters of the academic institution: Santiago, Viña del Mar, and Concepcion Campus (Metropolitan, Valparaiso, and Bio Bio region, respectively), from March to October 2018. The Cronbach’s α was applied to measure the reliability of the instrument and the Student-t and analysis of variance tests were used to compare the differences of PHEEM scores by headquarters, environmental areas, and experience of internship.Results: A total overall average score of 125.88 was obtained, which meant an excellent educational environment. The overall score was 127.6±22.7 for headquarters 1, 125.6±21.6 for headquarters 2, and 122.5±26.9 for headquarters 3. According to the type of establishment, the scores were of 127.1±22.1 for private and 123.5±26.3 for public institutes. According to the type of area, the score was cataloged as an excellent educational environment in all cases, except in the respiratory care area (lowest score, 117.5±29.1). Finally, the score was 126.9±20.5 for the first internship, 121.7±29.3 for the second, and 129.4±19.6 for the third.Conclusion: There is relative homogeneity of the clinical educational environment for different headquarters, types of establishment, or type of area; but there are significant differences in the number of the internship. The promotion of a good clinical educational environment can have an important impact on the development and performance of the future professional, being the detection of negative aspects an opportunity to improve the hidden curriculum.

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