DREEM in primary care: students’ perspectives on educational environment of family medicine internship in primary care centres: experiences at Akdeniz University Faculty of Medicine in Turkey

Akdeniz, Melahat; Kavukçu, Ethem; Ilhanli, Nevruz

doi:10.1080/00325481.2019.1637759

Cited by 9 publications

(5 citation statements)

References 21 publications

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“…In a study conducted by Akdeniz et al, in which sixth-grade students’ perception of the educational environment in primary-care centers where empathic physicians practiced was evaluated, students stated that they learned a lot about empathy. 51…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University

Akgün

Akdeniz

Kavukçu

et al. 2020

Journal of Medical Education and Curricular Development

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Background: As an important feature in patient-physician communication for both primary and clinical care, empathy is one of the basic competencies that physicians should possess. The primary aim of this study was to evaluate the level of empathy among medical students in all years of medical training using two different instruments: the Jefferson Scale of Physician Empathy (for clinical empathy level) and the Toronto Empathy Questionnaire (for general empathy level). Materials and Methods: This study is a cross-sectional descriptive study conducted in 2017-2018 academic year with students studying at Akdeniz University Faculty of Medicine. Data collection form, Toronto Empathy Questionnaire (TEQ) and Jefferson Scale of Physician Empathy (JSPE) was applied to the students by the researchers. The statistical analysis was carried out by using IBM-SPSS version 23 for Mac OS. T-test, ANOVA test, Spearman and Pearson correlation analysis were used for comparisons. Results: The mean TEQ score of the students was 52.8/65 and the JSPE-S score was 80.3/100. TEQ scores of students increased up to 4th year and then decreased, but the difference between the years was not statistically significant. The third year students’ JSPE-S scores were significantly higher than that of the sixth year students. Conclusion: While the clinical empathy levels of medical students decreased significantly after 3rd year, the general empathy levels decreased less. This result shows us that we should review our medical education curriculum and educational environment, and should initiate initiatives, and devote more time to empathy education in order to prevent the decrease in empathy level and increase empathy during medical education.

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Section: Discussionmentioning

confidence: 99%

Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University

Akgün

Akdeniz

Kavukçu

et al. 2020

Journal of Medical Education and Curricular Development

Self Cite

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“…10 The education environment is everything that happens inside a university, including the learning environment, perception of infrastructure, interaction between students and classmates, teachers' attitudes and skills, and many other related factors. 11 Students' perception of the educational environment plays a subtle role in learning and contributes positively to learning input and students achievement, which can stimulate students' interest in learning and affect their motivation. [12][13][14] Understanding students' perception of the learning environment also helps improve the quality of learning.…”

Section: Open Accessmentioning

confidence: 99%

Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis

et al. 2022

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ObjectivesThis study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates.Design, setting and participantsA cross-sectional study was conducted in December 2020 with 1096 junior and senior undergraduate nursing students (aged 16–22) from Wannan Medical College in Anhui Province, China.Outcome measuresThe Chinese version of the Dundee Ready Educational Environment Measure questionnaire and a validated Chinese version of college students’ SDL ability scale were used to assess students’ perceptions about their learning environment and their SDL ability. Canonical correlation analysis was performed to evaluate their correlation.ResultsThe total score for the learning environment was 120.60 (scoring rate: 60.30%), and the score for SDL ability was 89.25 (scoring rate: 63.75%). Analysis indicated that the first canonical correlation coefficient was 0.701 and the contribution rate was 94.26%. The perception of the learning environment was mainly determined by students’ perception of learning (SPL) and academic self-perceptions (SASP), with SDL ability mainly determined by self-management ability and cooperative learning ability. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Multiple linear regression analysis revealed that SPL, SASP, students’ perceptions of atmosphere and students’ social self-perceptions had a significant impact on SDL ability.ConclusionsThe SDL ability of nursing undergraduates was not high. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Nursing educators can improve students’ SDL ability by changing their learning environment, using, for example, new student-centred teaching methods.

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“…Multiple instruments have been developed in medical education to measure the quality of the educational environment as perceived by trainees, such as the Dutch residency educational climate test (D-rect), the postgraduate hospital educational environment measure (PHEEM), the Dundee ready education environment measure DREEM, and the Scan of Postgraduate Educational Environment Domains (SPEED). 14,[23][24][25][26] In this study, we used the SPEED, as it is especially designed for postgraduate education, concise, and based on Moos' theory of human environments. 25 The SPEED measures three subdomains (five items each) of the educational environment: Content (personal development dimension), Atmosphere (relationship dimension), and Organization (system maintenance dimension).…”

Section: Scan Of Postgraduate Educational Environment Domainsmentioning

confidence: 99%

Quality of the educational environment in postgraduate community pharmacy education and the relationship with trainees’ basic psychological needs

et al. 2023

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Background: Quality of the educational environment affects trainee performance and well-being in postgraduate healthcare education. In pharmacy practice the quality of the educational environment has not been extensively studied. Self-determination Theory can assist in understanding the underlying mechanisms. Objectives: In this study, the quality of the educational environment and its relationship with satisfaction and frustration of trainees' basic psychological needs and motivation were investigated in a Dutch community pharmacy postgraduate education programme. Methods: In a cross-sectional study, pharmacists specializing to become community pharmacists completed the Scan of Postgraduate Educational Environment Domains (SPEED), the Basic Psychological Need Satisfaction and Frustration Scale for the Work Domain, and the Academic Motivation Scale. Confirmatory factor analysis followed by path analysis was used to analyse the relationships between the variables. Results: Out of 232 trainees, 205 responded (88%). Most trainees (82%) were positive about the quality of the educational environment. The resulting path model displayed a moderate to good fit. The perceived quality of the educational environment had a moderate positive association with basic psychological needs satisfaction (Factor loading = 0.40) and a similar negative association with basic psychological needs frustration (Factor loading = -0.47). Basic psychological needs frustration had a moderate association with an increased sense of internal and external pressures also known as controlled motivation (Factor loading = 0.31). Intrinsic motivation was not affected by the perceived quality of the educational environment. Conclusions: The educational environment was perceived as positive in most community pharmacies. However, having a less positive or a negative perception was associated with reduced satisfaction and increased frustration of trainees' basic needs for autonomy, compentence and relatedness. Moreover, basic psychological needs frustration was associated with an increased perception of controlled motivation. We recommend supporting supervisors in creating a positive educational environment in pharmacy practice, thereby reducing the risk of basic psychological needs frustration and increased controlled motivation amongst trainees.

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DREEM in primary care: students’ perspectives on educational environment of family medicine internship in primary care centres: experiences at Akdeniz University Faculty of Medicine in Turkey

Cited by 9 publications

References 21 publications

Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University

Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University

Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis

Quality of the educational environment in postgraduate community pharmacy education and the relationship with trainees’ basic psychological needs

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