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

Hadie, Siti Nurma Hanim; Yusoff, Muhamad Saiful Bahri; Arifin, Wan Nor; Kasim, Fazlina; Ismail, Zul Izhar Mohd; Asari, Mohd Anizam; Hassan, Asma; Muda, Tg Fatimah Murniwati Tg; Bakar, Yasrul Izad Abu; Zamin, Rasheeda Mohd; Ramli, Elvy Suhana Mohd; Hod, Rafidah; Talip, Saiful Bahri; Noor, Ku Mastura Ku Mohd; Merican, Yusoff Sharizal Yusoff Azmi; Azmi, Muhammad Fairuz; Latiff, Atikah Abdul; Rushaidhi, Madihah

doi:10.1186/s12909-020-02467-w

Cited by 9 publications

(4 citation statements)

References 44 publications

(59 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recently the state budget for education programs in Muslim countries is meagre, so the education infrastructure is unnecessary or rarely available. For example, Malaysia, the Islamic state which has relatively advanced education programs, according to UNESCO (1996), allocates only $82 per capita, while Indonesia itself only allocates $6 (Hadie et al, 2021). This raises the impacts that are not effective; as students who want to deepen their knowledge were forced to go abroad, the cost is relatively more expensive, especially if the purpose of studies in developed countries.…”

Section: Islamic Perspective In Religious Education In the Globalizat...mentioning

confidence: 99%

Religious Education in Islamic and Christian Perspectives to Global Demands

Hermawan

2022

EDUKASI

View full text Add to dashboard Cite

Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the teaching of spiritual values. The output of religious education has recently shifted from the primary goal of education because of a disoriented religious education system. Intolerance, corruption, human rights violations, and all forms of moral decay that the Indonesian people are currently facing are manifestations of Indonesia's lack of religious education. This study uses library research with a comparative study design to analyze and solve problems of religious education from both an Islamic and Christian perspective. This study finally resulted in developing religious education in the global era of Indonesia; cooperation between the government and religious education is needed, it is necessary to integrate spiritual values, and the positive values of globalization, interfaith and interfaith dialogue must be included as part of religious education. Religious education institutions must be separated from commercialization, and the development of cooperation between Christian and Islamic educational institutions must be implemented immediately.

show abstract

Section: Islamic Perspective In Religious Education In the Globalizat...mentioning

confidence: 99%

Religious Education in Islamic and Christian Perspectives to Global Demands

Hermawan

2022

EDUKASI

View full text Add to dashboard Cite

show abstract

“…Several tools have been developed to gather students' perceptions about their educational environments, such as the Dundee Ready Education Environment Measure (DREEM) [8] and Postgraduate hospital education environment measure (PHEEM) [9].However, different educational context may require a different educational environment inventory that is tailored to the speci c situation of the institution. For example, speci c tools have been developed to measure the learning environment in a particular discipline, such as the Anatomy Education Environment Measurement Inventory [10,11] and the Healthcare Education Micro Learning Environment Measure (HEMLEM) [12]. These tools evaluate the learning environment in a particular context.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of Digi-MEE Instrument measuringonline learning environments in medical education

Naeem¹,

Hadie

Ismail

et al. 2023

Preprint

Self Cite

View full text Add to dashboard Cite

Background Despite the widely acknowledged uses of technology-enhanced learning in medical education, the evaluation approach for these online learning environments specific to medical education are limited. Identifying online learning environment key components for medical education may provide an opportunity to address this gap. This study aimed to develop and validate Digital Medical Education Environment (Digi-MEE) Instrument that measures the online learning environment in medical education.Methods Questionnaire development and validation studies were conducted involving 726 participants in total. Components and items of online learning environments were generated and identified through a scoping review and a modified e-Delphi study. A panel of selected content experts carried out content validation leading to calculation of content validity index (CVI). A group of medical students performed face validation leading to determination of face validity index (FVI).This validation process was followed by exploratory factor analysis, confirmatory factor analysis and assessment of reliability to determine Digi-MEE’s factorial structure and internal consistency.Results A total of 15 experts reviewed nine components with 73 items of Digi-MEE to appraise its content validity. As a result, 26 items were removed, and 17 items were revised that led to Digi-MEE 2.0 with 47 items. The S-CVI/Ave was 0.98. Following response process validation, the number of items were reduced to 46, S-FVI/Ave of the Digi-MEE 3.0 was 0.87. Exploratory factor analysis yielded 46 items within nine components and depicted 57.18% variance. After confirmatory factor analysis, the final version of Digi-MEE contained 28 items within nine components. All goodness of fit indices achieved acceptable level. The overall Cronbach alpha of the final Digi-MEE was more than 0.90, while for the nine constructs ranged in between 0.62 and 0.76.Conclusion This study proposed a promising valid and reliable instrument, Digi-MEE, to evaluate online education environment in medical education. The content, response process, factorial structure and internal consistency evidence support the validity of Digi-MEE. Medical schools can use Digi-MEE as an evaluation tool for the continuous quality improvement of online learning environments.

show abstract

“…[4][5][6] However, different educational contexts may require a different inventory that is tailored to the specific situation of the institution. Specific tools have been developed to measure the learning environment in a particular discipline, such as the Anatomy Education Environment Measurement Inventory (AEEMI) 7 and the Healthcare Education Micro Learning Environment Measure (HEMLEM). 8 Similarly, there is a need to design an inventory specifically for measuring the online learning environment in medical education.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of Digi-MEE Instrument measuring online learning environments in medical education

Naeem,

Hadie,

Ismail

et al. 2023

Pak J Med Sci

Self Cite

View full text Add to dashboard Cite

Objectives: To develop and validate Digital Medical Education Environment (Digi-MEE) Instrument for measuring online learning environment in medical education. Methods: This series of studies involved 696 participants from May 2022 to December 2022. Following scoping review, invited modified e-Delphi experts developed consensus on the components and related items for measuring online learning environments. A panel of content experts and a group of medical students carried out content and response-process validation to determine Content Validity Index (CVI) and Face Validity Index (FVI) respectively. This was followed by exploratory and confirmatory factor analysis and reliability analysis to determine Digi-MEE’s factorial structure and internal consistency using SPSS version 26.0 and AMOS 26.0. Results: Delphi experts agreed upon nine components with 73 items of initial Digi-MEE version. CVI of Digi-MEE 2.0 was more than 0.90. with FVI of Digi-MEE 3.0 of 0.87. Exploratory factor analysis yielded 46 items with 57.18% variance. Confirmatory factor analysis led to the final Digi-MEE version containing 28 items within nine components with acceptable levels of goodness of fit indices. Overall Cronbach alpha of the final Digi-MEE was more than 0.90, and for the nine components ranged between 0.62 and 0.76. Conclusion: Digi-MEE is a promising valid and reliable instrument to evaluate online education environment in medical education. Content, response-process, factorial structure, and internal consistency evidence support the validity of Digi-MEE. Medical schools can use Digi-MEE as an evaluation tool for the continuous quality improvement of online learning environments. doi: https://doi.org/10.12669/pjms.39.6.8430 How to cite this: Naeem NK, Hadie SNH, Ismail IM, Yusoff MSB. Development and validation of Digi-MEE Instrument measuring online learning environments in medical education. Pak J Med Sci. 2023;39(6):---------. doi: https://doi.org/10.12669/pjms.39.6.8430 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

show abstract

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

Cited by 9 publications

References 44 publications

Religious Education in Islamic and Christian Perspectives to Global Demands

Religious Education in Islamic and Christian Perspectives to Global Demands

Development and validation of Digi-MEE Instrument measuringonline learning environments in medical education

Development and validation of Digi-MEE Instrument measuring online learning environments in medical education

Contact Info

Product

Resources

About