Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart

BMC Medical Education

Scott Wright⁵  Hamidah Abu Bakar⁴  Krishna Rampal²  Jorie Colbert-Getz¹  Nicole A. Shilkofski⁵  Robert Shochet⁵  Sean Tackett³ 

[1] Medical Education Development and Assessment at the University of Utah School of Medicine, Salt Lake City, Utah, USA;Perdana University Graduate School of Medicine, Serdang, Malaysia;4940 Eastern Ave, MFL Center Tower Suite 2300, Baltimore 21224, MD, USA;Faculty of Medicine, Cyberjaya University College of Medical Sciences, Selangor, Malaysia;Johns Hopkins University School of Medicine, Baltimore, MD, USA

关键词: International partnerships;    Curriculum assessment;    Learning environment;   

Others  :  1224523
DOI  :  10.1186/s12909-015-0388-0

 received in 2014-08-27, accepted in 2015-06-03,  发布年份 2015

【 摘 要 】

Background

Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES).

Methods

Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions.

Results

Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable.

Conclusions

The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.

【 授权许可】

   
2015 Tackett et al.

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