Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative

Skochelak, Susan E.; Stansfield, R. Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D.; Christianson, Charles E.; Filstead, William J.; Quirk, Mark E.

doi:10.1097/acm.0000000000001137

Cited by 39 publications

(34 citation statements)

References 13 publications

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“…Although there could be student selection bias for schools with or without LCs, the differences in MSLES scores were likely not due to demographic characteristics because an earlier study of the LES found that the influence of student demographics on total MSLES score was small in comparison with the influence of the LE. 11 Future directions include following cohorts longitudinally to assess whether differences in perceptions of the LE between LC and non-LC schools are maintained during the clinical years. Characteristics of LCs such as funding, amount of time dedicated to LCs, and curricular versus extracurricular functions could be explored to identify factors that affect the LE.…”

Section: Discussionmentioning

confidence: 99%

“…The study has been previously described in detail by Skochelak et al 11 To summarize, we examined data from the preclerkship years, which were collected from the fall semester of 2010 through the spring semester of 2012 for the first cohort, and from the fall semester of 2011 through the spring semester of 2013 for the second cohort. Approval for LES collaboration was obtained from the University of Michigan Medical School institutional review board (IRB); each participating medical school received local IRB approval.…”

Section: Methodsmentioning

confidence: 99%

“…The MSLES was included in a battery of instruments administered at the end of the spring semester of the first year and at the end of the semester immediately preceding the start of the clerkship year. 11 We analyzed data from 22 U.S. schools (33 campuses) and 2 Canadian schools (2 campuses). We excluded 4 of the original 28 LES schools that did not collect MSLES data during the specified study period.…”

Section: Methodsmentioning

confidence: 99%

“…10 The American Medical Association (AMA)-sponsored Learning Environment Study (LES) 11 includes two institutions that have published descriptions of their LCs: University of Arizona College of Medicine-Tucson 12 and Stanford University School of Medicine. 13 At those institutions, LCs are used to teach clinical skills and promote student wellness.…”

mentioning

confidence: 99%

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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: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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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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“…The other factors belong to the personal and institutional fields. The institutional culture can influence both the educational context itself and its perception by students [51]. However, the impact of institutional factors is about four times smaller than that of individual factors on the perceptions of the educational context [52].…”

Section: Discussionmentioning

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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Association of Characteristics of the Learning Environment and US Medical Student Burnout, Empathy, and Career Regret

2021

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Key Points Question Is perceived mistreatment during medical school associated with burnout, empathy, and career regret at graduation? Findings In this cohort study of 14 126 medical students, mistreatment by the beginning of year 2 was associated with severity of burnout and career regret toward the end of medical school, whereas positive experiences within the learning environment by the beginning of year 2 of medical school were associated with lower burnout, higher empathy, and less career regret during year 4. Meaning These data imply that modifiable factors in the learning environment may contribute to burnout, empathetic orientation, and career satisfaction of medical students.

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Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative

Cited by 39 publications

References 13 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

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

Association of Characteristics of the Learning Environment and US Medical Student Burnout, Empathy, and Career Regret

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