The medical educational environment has been studied extensively in the past decades



Download 110.07 Kb.
Page1/8
Date22.04.2018
Size110.07 Kb.
  1   2   3   4   5   6   7   8


Running head: Key elements in assessing the educational environment
Title: Key elements in assessing the educational environment: Where is the theory?

J. Schönrock-Adema, T. Bouwkamp-Timmer, E.A. van Hell, J. Cohen-Schotanus


Center for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, The Netherlands


Correspondence

Johanna Schönrock-Adema,

University Medical Center Groningen, University of Groningen

Center for Research and Innovation in Medical Education,

Antonius Deusinglaan 1,

9713 AV Groningen, The Netherlands

Tel: +31 50 363 8378; Fax +31 50 363 7390

E-mail: j.schonrock-adema@umcg.nl



Abstract

The educational environment has been increasingly acknowledged as vital for high-quality medical education. As a result, several instruments have been developed to measure medical educational environment quality. However, there appears to be no consensus about which concepts should be measured. The absence of a theoretical framework may explain this lack of consensus. Therefore, we aimed to 1) find a comprehensive theoretical framework defining the essential concepts, and 2) test its applicability. An initial review of the medical educational environment literature indicated that such frameworks are lacking. Therefore, we chose an alternative approach to lead us to relevant frameworks from outside the medical educational field; That is, we applied a snowballing technique to find educational environment instruments used to build the contents of the medical ones and investigated their theoretical underpinnings (Study 1). We found two frameworks, one of which was described as incomplete and one of which defines three domains as the key elements of human environments (personal development/goal direction, relationships, and system maintenance and system change) and has been validated in different contexts. To test its applicability, we investigated whether the items of 9 medical educational environment instruments could be mapped unto the framework (Study 2). Of 374 items, 94% could: 256 (68%) pertained to a single domain, 94(25%) to more than one domain. In our context, these domains were found to concern goal orientation, relationships and organization/regulation. We conclude that this framework is applicable and comprehensive, and recommend using it as theoretical underpinning for medical educational environment measures.





Share with your friends:
  1   2   3   4   5   6   7   8


The database is protected by copyright ©psyessay.org 2017
send message

    Main page
mental health
health sciences
gandhi university
Rajiv gandhi
Chapter introduction
multiple choice
research methods
south africa
language acquisition
Relationship between
qualitative research
literature review
Curriculum vitae
early childhood
relationship between
Masaryk university
nervous system
Course title
young people
Multiple choice
bangalore karnataka
state university
Original article
academic performance
essay plans
social psychology
psychology chapter
Front matter
United states
Research proposal
sciences bangalore
Mental health
compassion publications
workplace bullying
publications sorted
comparative study
chapter outline
mental illness
Course outline
decision making
sciences karnataka
working memory
Literature review
clinical psychology
college students
systematic review
problem solving
research proposal
human rights
Learning objectives
karnataka proforma