Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1

Wayne, Sharon J.; Fortner, Sally; Kitzes, Judith; Timm, Craig; Kalishman, Summers

doi:10.3109/0142159x.2013.769678

Cited by 94 publications

(72 citation statements)

References 23 publications

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“…One study correlated higher LE scores with better USMLE scores, even when controlling for baseline academic performance. 36 Students at schools with LCs rated their LE more positively than schools without LCs at the end of the first year, and the difference increased significantly by the end of the second year, with a greater difference in total MSLES scores, individual item scores, and effect sizes. As represented by differences in individual item scores of the MSLES tool between LC and non-LC schools, compared with non-LC schools, the LEs of the LC schools in our study were most notably different in three elements: less competition for grades, increased informal gatherings, and allowing interests outside of medicine.…”

Section: Discussionmentioning

confidence: 94%

Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study

et al. 2016

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Section: Discussionmentioning

confidence: 94%

Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study

et al. 2016

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“…Many studies have supported the importance of positive interactions between faculty and students to maintaining a humanistic climate [14][15][16] and promoting academic performance for students. 17,18 Faculty development can not only benefit faculty members, but also help create a learning environment that is conducive to encouraging learning. 5,9,[19][20][21][22][23] initiate institutional culture change.…”

Section: Micro-aggressions and Bullyingmentioning

confidence: 99%

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change

Murdoch‐Kinch

Duff

Ramaswamy

et al. 2017

Journal of Dental Education

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The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization-focused PPE process using mixed methods was effective for evaluating the dental school's climate for diversity and inclusion, as well as the learning environment for faculty, staff, and students.

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“…The educational context such as it is perceived by students, called ‘climate’ by Genn [15], has been described as the ‘soul and spirit of the medical school’ influencing students’ behaviour. In particular, it is related to students’ satisfaction and motivation [16], but most importantly to their achievement and academic performance [17,18]. …”

Section: Introductionmentioning

confidence: 99%

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1

Abstract: Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.

Cited by 94 publications

References 23 publications

Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study

Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

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