Measuring the educational environment in ambulatory settings

Riquelme, Arnoldo; Padilla, Oslando; Herrera, Cristian A; Olivos, Trinidad; Román, José Antonio Sánchez; Sarfatis, Alberto; Solı́s, Nancy; Pizarro, Margarita; Díaz, Luis Antonio; Torres, Patricio; Roff, Sue

doi:10.1016/j.edumed.2015.09.007

Cited by 4 publications

(4 citation statements)

References 20 publications

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“…Reliability and repeatability discuss the casual variability associated with measurements. 35 In this study, the Cronbach’s alpha coefficient of the instrument was 0.964, which is in line with the results of the study by Riquelme et al 36 in 2015. Additionally, Cronbach’s alpha coefficients were >0.70 for all the three subscales.…”

Section: Discussionsupporting

confidence: 91%

Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran

Parvizi¹,

Amini²,

Dehghani³

et al. 2016

AMEP

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PurposeEvaluation is the main component in design and implementation of educational activities and rapid growth of educational institution programs. Outpatient medical education and clinical training environment is one of the most important parts of training of medical residents. This study aimed to determine the validity and reliability of the Persian version of Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, as an instrument for assessment of educational environments in residency medical clinics.Materials and methodsThis study was performed on 180 residents in Shiraz University of Medical Sciences, Shiraz, Iran, in 2014–2015. The questionnaire designers’ electronic permission (by email) and the residents’ verbal consent were obtained before distributing the questionnaires. The study data were gathered using ACLEEM questionnaire developed by Arnoldo Riquelme in 2013. The data were analyzed using the SPSS statistical software, version 14, and MedCalc® software. Then, the construct validity, including convergent and discriminant validities, of the Persian version of ACLEEM questionnaire was assessed. Its internal consistency was also checked by Cronbach’s alpha coefficient.ResultsFive team members who were experts in medical education were consulted to test the cultural adaptation, linguistic equivalency, and content validity of the Persian version of the questionnaire. Content validity indexes were >0.9 in all items. In factor analysis of the instrument, the Kaiser–Meyer–Olkin index was 0.928 and Barlett’s sphericity test yielded the following results: X2=6,717.551, df =1,225, and P≤0.001. Besides, Cronbach’s alpha coefficient of ACLEEM questionnaire was 0.964. Cronbach’s alpha coefficients were also >0.80 in all the three domains of the questionnaire. Overall, the Persian version of ACLEEM showed excellent convergent validity and acceptable discriminant validity, except for the clinical training domain.ConclusionAccording to the results, the Persian version of ACLEEM questionnaire was a valid and reliable instrument for Iranian residents to assess specialized clinics and residency ambulatory settings.

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Section: Discussionsupporting

confidence: 91%

Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran

Parvizi¹,

Amini²,

Dehghani³

et al. 2016

AMEP

View full text Add to dashboard Cite

show abstract

“…The ACLEEM validated instrument (Appendix 1) was utilized for the data collection. The necessary permission was obtained from the authors (25,26). The instrument was developed on the basis of 5-point Likert Scale (Minimum: 0, and Maximum: 4).…”

Section: Data Collectionmentioning

confidence: 99%

“…Nevertheless, none of these tools were especially focused to assess teaching and learning environments for ambulatory care (24). Fortunately, the ACLEEM was developed in 2013 (25,26). In ambulatory care settings, patients do not stay in hospitals and patients are seen in outpatient clinics, emergency rooms, and primary care (25,26).…”

mentioning

confidence: 99%

“…Fortunately, the ACLEEM was developed in 2013 (25,26). In ambulatory care settings, patients do not stay in hospitals and patients are seen in outpatient clinics, emergency rooms, and primary care (25,26). Training in these sites allows students ample opportunities to interact with patients who are less sick and close to their social context, multiple exposures to the same clinical problems, practice more complex and transferable skills, and observe health promotion activities more often practiced in these environments (27).…”

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confidence: 99%

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Evaluation of Out-Patient Care Educational Environment of National Defence University, Malaysia utilizing the ACLEEM Inventory

Haque¹,

Othman²,

Lutfi³

et al. 2018

J Basic Clin Health Sci

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Purpose: A friendly educational environment is required for optimal learning, and students should be asked to provide feedback on their experiences to improve curriculum. Moreover, students' academic progress, mental growth, and physical well-being are influenced by the educational and clinical environment of the institute. Essential constituents of the educational climate include atmosphere, number of proper teaching-learning sessions and available amenities. Primary health care and ambulatory settings allow students ample opportunities to interact with patients and observe health promotional activities more often practiced at the community levels. The study aims to evaluate the outpatient care educational environment of National Defense University of Malaysia by seeking feedback from medical students using Ambulatory Care Educational Environment Measure (ACLEEM) instrument. Methods: This was a cross-sectional study. The study participants were medical students of the earlier mentioned university. The universal sampling method was adopted. The ACLEEM validated instrument was utilized for the data collection. The instrument was developed on the basis of 5-point Likert Scale (Minimum: 0, and Maximum: 4). Results: The response rate 100%. Most respondents were male, Malay and Muslim. The total mean score was 1.0±0.4. The domain mean scores for clinical teaching, clinical training, and support were 0.8±0.4, 1.1±0.4, and 1.1±0.5, respectively. Conclusions: The ACLEEM questionnaire was found to be valid and reliable for local UPNM, Malaysian context. However, the overall ACLEEM scores reported for the present study is low, and some areas that could be improved. The UPNM authority should take appropriate measures to improve the educational environment to enhance the academic experiences of the medical students.

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Validez y confiabilidad del DREEM en español colombiano y su adaptación a un currículo integrador

et al. 2020

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Introducción: En la evaluación de los currículos médicos ha sido importante medir el ambiente educativo con la ayuda de algunos instrumentos como el DREEM. Sin embargo, varios estudios han identificado problemas con sus propiedades psicométricas. La consistencia interna de sus 5 dominios es bastante variable y, en ciertos casos, la confiabilidad es baja. Para tomar decisiones sobre cambios curriculares en nuestro contexto es necesario validar este instrumento. Objetivo: Validar el DREEM en español colombiano y su adaptación a un currículo integrador. Método: Estudio cuantitativo, no experimental, exploratorio, transversal. La validación del contenido se realizó con juicio de 12 expertos. Participaron 308 estudiantes de medicina respondiendo el DREEM. La validación de constructo y la confiabilidad se determinaron con Análisis Factorial Exploratorio (AFE) y α de Cronbach. Resultados: Se adecuaron sintáctica y semánticamente los ítems y se movilizaron 7 ítems de un dominio a otro. El puntaje total del DREEM mostró un nivel de confiabilidad excelente (α = 0.91), pero 2 de sus dominios tuvieron un nivel cuestionable de consistencia interna. La validez de constructo indicó que 26 ítems serían suficientes para medir el ambiente educativo. Los ítems del dominio 5 y el ítem 17 quedaron excluidos del AFE. Conclusiones: El DREEM adaptado en español colombiano es un instrumento confiable y válido, pero algunos de sus dominios son cuestionables, lo que pone en duda sus soportes teóricos. Excluir el análisis independiente de estos dominios puede dificultar la comprensión de los resultados del DREEM y obstaculizar la toma de decisiones en áreas concretas del currículo. Por tanto, es necesaria una reconstrucción teórica del ambiente educativo y, en consecuencia, una reconceptualización de las subescalas de este constructo.

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Measuring the educational environment in ambulatory settings

Cited by 4 publications

References 20 publications

Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran

Psychometric properties of the Persian version of the Ambulatory Care Learning Educational Environment Measure (ACLEEM) questionnaire, Shiraz, Iran

Evaluation of Out-Patient Care Educational Environment of National Defence University, Malaysia utilizing the ACLEEM Inventory

Validez y confiabilidad del DREEM en español colombiano y su adaptación a un currículo integrador

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