Journal of Educational Evaluation for Health Professions

Research articles

Are we teaching health science students in the United States what they need to know about death and dying coping strategies?: Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel; J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.29

4,162 View
218 Download
1 Web of Science
1 Crossref

Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.

Citations

Citations to this article as recorded by

Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
Mick van de Wiel, Katrien Bombeke, Annelies Janssens
BMC Palliative Care.2022;[Epub] CrossRef

Changes in the working conditions and learning environment of medical residents after the enactment of the Medical Resident Act in Korea in 2015: a national 4-year longitudinal study: Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee; J Educ Eval Health Prof. 2021;18:7. Published online April 20, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.7

6,010 View
292 Download
5 Crossref

Abstract PDF Supplementary Material

Purpose
In 2015, the South Korean government legislated the Act for the Improvement of Training Conditions and Status of Medical Residents (Medical Resident Act). This study investigated changes in the working and learning environment pre- and post-implementation of the Medical Resident Act in 2017, as well as changes in training conditions by year post-implementation.
Methods
An annual cross-sectional voluntary survey was conducted by the Korean Intern Resident Association (KIRA) between 2016 and 2019. The learning and working environment, including extended shift length, rest time, learning goals, and job satisfaction, were compared by institution type, training year, and specialty.
Results
Of the 55,727 enrollees in the KIRA, 15,029 trainees took the survey, and the number of survey participants increased year by year (from 2,984 in 2016 to 4,700 in 2019). Overall working hours tended to decrease; however, interns worked the most (114 hours in 2016, 88 hours in 2019; P<0.001). Having 10 hours or more of break time has gradually become more common (P<0.001). Lunch breaks per week decreased from 5 in 2017 to 4 in 2019 (P<0.001). Trainees’ sense of educational deprivation due to physician assistants increased from 17.5% in 2016 to 25.6% in 2018 (P<0.001). Awareness of tasks and program/work achievement goals increased from 29.2% in 2016 to 58.3% in 2018 (P<0.001). Satisfaction with the learning environment increased over time, whereas satisfaction with working conditions varied.
Conclusion
The Medical Resident Act has brought promising changes to the training of medical residents in Korea, as well as their satisfaction with the training environment.

Citations

Citations to this article as recorded by

Developing and Establishing a Wound Dressing Team: Experience and Recommendations
Sik Namgoong, Seunghee Baik, Seung-Kyu Han, Ji-Won Son, Jae-Yeon Kim
Journal of Korean Medical Science.2023;[Epub] CrossRef
The effects of resident work hours on well‐being, performance, and education: A review from a Japanese perspective
Kazuya Nagasaki, Hiroyuki Kobayashi
Journal of General and Family Medicine.2023; 24(6): 323. CrossRef
Developing prompts from large language model for extracting clinical information from pathology and ultrasound reports in breast cancer
Hyeon Seok Choi, Jun Yeong Song, Kyung Hwan Shin, Ji Hyun Chang, Bum-Sup Jang
Radiation Oncology Journal.2023; 41(3): 209. CrossRef
Shortening shift’s length—Should we ask the residents if this is what they want?
Yehuda Hershkovitz, Adi Rasco, Orna Tal, David C. Mohr
PLOS ONE.2022; 17(8): e0272548. CrossRef
The Number of Monthly Night Shift Days and Depression Were Associated with an Increased Risk of Excessive Daytime Sleepiness in Emergency Physicians in South Korea
Song Yi Park, Hyung Min Lee, Jiyoung Kim
Behavioral Sciences.2022; 12(8): 279. CrossRef

Perception of clinical educational environment by student of physiotherapy based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile: Karen Córdova-León, Lincoyán Fernández-Huerta, Marcela Rojas-Vargas; J Educ Eval Health Prof. 2019;16:16. Published online June 14, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.16

18,040 View
268 Download
2 Web of Science
3 Crossref

Abstract PDF Supplementary Material

Purpose
It aimed at describing the perception of the clinical educational environment by physiotherapy students based on the Postgraduate Hospital Educational Environment Measurement Questionnaire in Chile.
Methods
The clinical education environment was evaluated according to the Postgraduate Hospital Educational Environment Measure (PHEEM) by 192 students originally enrolled in the fifth year of the physiotherapy career at 3 different headquarters of the academic institution: Santiago, Viña del Mar, and Concepcion Campus (Metropolitan, Valparaiso, and Bio Bio region, respectively), from March to October 2018. The Cronbach’s α was applied to measure the reliability of the instrument and the Student-t and analysis of variance tests were used to compare the differences of PHEEM scores by headquarters, environmental areas, and experience of internship.
Results
A total overall average score of 125.88 was obtained, which meant an excellent educational environment. The overall score was 127.6±22.7 for headquarters 1, 125.6±21.6 for headquarters 2, and 122.5±26.9 for headquarters 3. According to the type of establishment, the scores were of 127.1±22.1 for private and 123.5±26.3 for public institutes. According to the type of area, the score was cataloged as an excellent educational environment in all cases, except in the respiratory care area (lowest score, 117.5±29.1). Finally, the score was 126.9±20.5 for the first internship, 121.7±29.3 for the second, and 129.4±19.6 for the third.
Conclusion
There is relative homogeneity of the clinical educational environment for different headquarters, types of establishment, or type of area; but there are significant differences in the number of the internship. The promotion of a good clinical educational environment can have an important impact on the development and performance of the future professional, being the detection of negative aspects an opportunity to improve the hidden curriculum.

Citations

Citations to this article as recorded by

KNOWLEDGE OF PHYSIOTHERAPY STUDENTS ABOUT SUPERVISION SKILLS DURING THE CLINICAL ROTATION OF INTERNSHIP
Dr. Tabish Fahim, Dr. Shadab Uddin
Pakistan Journal of Rehabilitation.2021; 10(2): 31. CrossRef
Moroccan residents’ perceptions of the hospital learning environment measured with the French version of the Postgraduate Hospital Educational Environment Measure
Hajar Berrani, Redouane Abouqal, Amal Thimou Izgua
Journal of Educational Evaluation for Health Professions.2020; 17: 4. CrossRef
Measuring the impact of oceanographic indices on species distribution shifts: The spatially varying effect of cold‐pool extent in the eastern Bering Sea
James T. Thorson
Limnology and Oceanography.2019; 64(6): 2632. CrossRef

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States: Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen; J Educ Eval Health Prof. 2017;14:15. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.15

33,280 View
328 Download
3 Web of Science
3 Crossref

Abstract PDF

Purpose
The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.
Methods
Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.
Results
Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.
Conclusion
Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

Citations

Citations to this article as recorded by

Escala de Aprendizaje Metarregulado (AMR) en estudiantes universitarios
Marybel E. Mollo-Flores, Angel Deroncele-Acosta, Roger P. Norabuena-Figueroa, Klinge O. Villalba-Condori
Campus Virtuales.2023; 12(2): 175. CrossRef
Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study
Ruth Vinall, Ashim Malhotra, Jose Puglisi
Pharmacy.2021; 9(3): 148. CrossRef
Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
Jessica M. Craig, Brooke Nodeland, Roxanne Long, Emily Spivey
Journal of Criminal Justice Education.2020; 31(3): 372. CrossRef

Development of the Clinical Teaching Effectiveness Questionnaire in the United States: Michelle E. Wormley, Wendy Romney, Anna E. Greer; J Educ Eval Health Prof. 2017;14:14. Published online June 29, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.14

33,220 View
384 Download
5 Web of Science
8 Crossref

Abstract PDF

Purpose
The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.
Methods
The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.
Results
The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.
Conclusion
The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Citations

Citations to this article as recorded by

Professional Experience Related to Self-Assessed Teaching Effectiveness Among Physical Therapist Clinical Instructors
Stacy Carmel, Lori Kupczynski, Shannon Groff, William Bannon
Journal of Physical Therapy Education.2023; 37(2): 108. CrossRef
The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education
Valentina Lucia La Rosa, Michał Ciebiera, Kornelia Zaręba, Enrique Reyes-Muñoz, Tais Marques Cerentini, Fabio Barra, Simone Garzon, Gaetano Riemma, Pasquale De Franciscis, Antonio Simone Laganà, Salvatore Giovanni Vitale
Journal of Obstetrics and Gynaecology.2022; 42(5): 968. CrossRef
Clinical Teaching Competencies in Physical Therapist Education: A Modified Delphi Study
Katherine Myers, Catherine Bilyeu, Kyle Covington, Amanda Sharp
Physical Therapy.2022;[Epub] CrossRef
Construct Validity and Internal Consistency of the Physical Therapist Student Evaluation of Clinical Experience and Clinical Instruction
Sean Gallivan
Journal of Physical Therapy Education.2022; 36(4): 283. CrossRef
Psychometric Properties of Visual Indicators of Teaching and Learning Success “VITALS” Instrument for Evaluation of Clinical Teachers
Nada Al-Yousuf, Salah Eldin Kassab, Hasan Alsetri, Hossam Hamdy
Advances in Medical Education and Practice.2021; Volume 12: 905. CrossRef
Attributes of Effective Clinical Teachers in Dental Hygiene Education
Dayna E. Artim, Dianne Smallidge, Linda D. Boyd, Jessica N. August, Jared Vineyard
Journal of Dental Education.2020; 84(3): 308. CrossRef
A questionnaire survey of difficulties in clinical practice perceived by physical therapy students
Masae Shinozaki, Takashi Fukaya, Yasutsugu Asakawa, Yukari Ohashi
Journal of Physical Therapy Science.2020; 32(12): 856. CrossRef
Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors
Michelle E. Wormley, Wendy Romney, Kristin Schweizer, Beverly Fein, Vicki LaFay, Rebecca Martin, Anna E. Greer
Journal of Physical Therapy Education.2018; 32(4): 344. CrossRef

Research Article

Dental students’ and lecturers’ perception of the degree of difficulty of caries detection associated learning topics in Brazil: Juan Sebastian Lara, Mariana Minatel Braga, Caleb Shitsuka, Chao Lung Wen, Ana Estela Haddad; J Educ Eval Health Prof. 2015;12:56. Published online December 25, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.56

31,221 View
180 Download
6 Web of Science
5 Crossref

Abstract PDF

Purpose
It aimed to explore the degree of difficulty of caries-detection-associated-topics perceived by dental students and lecturers as pedagogical step in the development of learning objects for e-learning. Methods: A convenience sample comprising ninety-eight subjects from different academic levels (undergraduate/graduate students and pediatric dentistry lecturers) participated. Two spreadsheets (isolated/relative) were created considering key topics in the caries detection process. The isolated evaluation intended to explore each topic in an isolated way, while the relative intended to classify, comparatively, the participants’ perceived difficulty per topic. Afterwards, data were analyzed. All values on spreadsheets were combined obtaining the subject’s final perception. Associations between the subjects’ degree of the perceived difficulty and academic level were estimated. ANOVA was used to determine differences regarding the perception among evaluated topics in distinct groups. Results: Caries histopathology and detection of proximal carious lesions were the topics perceived as the most difficult in the process of caries detection by both students and lecturers. Differentiation between an extrinsic pigmentation and a brown-spot (caries lesion) as well as differential diagnosis between caries and enamel developmental defects or non-carious lesions were considered as more difficult by undergraduates in comparison to graduates/lecturers (regression-coefficient=14.54; Standard Error=3.34; P<0.001 and 8.40, 3.31, and 0.01 respectively). Conclusion: Topics as histopathology and detection of proximal caries lesions were identified as the most difficult despite the academic level. However, some topics are differently perceived according to the group. These results are useful for developing pedagogical material, based on the students real learning needs/expectations.

Citations

Citations to this article as recorded by

Developing diagnostic skills from preclinical dental education: Caries detection and assessment using e‐learning assisted practice
Alfonso Escobar, Diego F. Rojas‐Gualdrón, Luis F. Velez, Lourdes Santos‐Pinto
Journal of Dental Education.2022; 86(10): 1382. CrossRef
Dental Students’ Ability to Detect Only-Enamel Proximal Caries on Bitewing Radiographs
Mohamed Samir A Elnawawy, Harshkant Gharote
Cureus.2022;[Epub] CrossRef
COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation
Siti Nurma Hanim Hadie, Vina Phei Sean Tan, Norsuhana Omar, Nik Aloesnisa Nik Mohd Alwi, Hooi Lian Lim, Ku Ishak Ku Marsilla
Frontiers in Medicine.2021;[Epub] CrossRef
A Virtual 3D Dynamic Model of Caries Lesion Progression as a Learning Object for Caries Detection Training and Teaching: Video Development Study
Juan Sebastian Lara, Mariana Minatel Braga, Carlos Gustavo Zagatto, Chao Lung Wen, Fausto Medeiros Mendes, Pedroza Uribe Murisi, Ana Estela Haddad
JMIR Medical Education.2020; 6(1): e14140. CrossRef
Do undergraduate dental students perform well detecting and staging caries and assessing activity by visual examination? A systematic review and meta‐analysis
Ronairo Z. Turchiello, Djessica Pedrotti, Mariana M. Braga, Rachel O. Rocha, Jonas A. Rodrigues, Tathiane L. Lenzi
International Journal of Paediatric Dentistry.2019; 29(3): 281. CrossRef

Brief Report

Moroccan medical students’ perceptions of their educational environment: Jihane Belayachi, Rachid Razine, Amina Boufars, Asma Saadi, Naoufal Madani, Souad Chaouir, Redouane Abouqal; J Educ Eval Health Prof. 2015;12:47. Published online October 28, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.47

26,529 View
157 Download
8 Web of Science
10 Crossref

Abstract PDF

This study aimed to assess students’ perceptions of their educational environment in the Faculty of Medicine and Pharmacy of Rabat, Morocco, using the Dundee Ready Educational Environment Measure (DREEM). A cross-sectional survey was conducted in the Faculty of Medicine and Pharmacy of Rabat, Morocco, in which medical students’ perceptions of their educational environment were assessed using the DREEM criteria during the 2013-2014 academic years. The DREEM inventory encompasses 50 items divided into five subdomains: perceptions of learning, perceptions of teaching, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. The DREEM has a maximum score of 200, which would correspond to a perfect educational environment. The mean scores (±standard deviation) of students’ responses were compared according to their year of study and gender. The responses of 189 postgraduate medical students were included. The mean total DREEM score was 90.8 (45.4%). The mean total scores for five subdomains were 21.2/48 (44.2%), 21.8/44 (49.6%), 13.1/32 (40.9%), 19.0/48 (39.6%), and 15.6/28 (55.7%) respectively. Female students reported higher perceptions of teaching scores than males (P=0.002), and students in their fifth year of study reported significantly higher social self-perceptions scores than those in their fourth year (P=0.03). In this study of the oldest faculty of medicine in Morocco, students perceived the educational environment as having many problems.

Citations

Citations to this article as recorded by

Revealing the significant shortcomings in the learning environment at the three largest medical schools in Syria: what’s next?
Ghaith Alfakhry, Ahmad Naeem, M. Bader AboHajar, Aisha Alfakhry, Abdul Fattah Mohandes, Iyad Ali, Ebrahim Makhoul, Nadeem Ahmed, M. Mhdy Abla, Khaled Alhomsi, Issam Jamous
BMC Medical Education.2023;[Epub] CrossRef
Exploring student perceptions of the learning environment in four health professions education programs
Shayna A. Rusticus, Derek Wilson, Tal Jarus, Kathy O’Flynn-Magee, Simon Albon
Learning Environments Research.2022; 25(1): 59. CrossRef
Nurse students' perception of the academic learning environment in Tunisian institutes of nursing sciences: A multisite cross-sectional study
Khouloud Boukhris, Chekib Zedini, Mariem El Ghardallou
Nurse Education Today.2022; 111: 105316. CrossRef
Prévalence et facteurs associés à la détresse mentale chez les étudiants de la faculté de médecine de l’université de Parakou en 2020
Lucrèce Anagonou, Ireti Nethania Elie Ataigba, Robert Baba, Francis Tognon Tchegnonsi, Anselme Djidonou, Émilie Fiossi-Kpadonou, Prosper Gandaho
Psy Cause.2022; N° 81(2): 4. CrossRef
Educational Environment Assessment by Multiprofessional Residency Students: New Horizons Based on Evidence from the DREEM
Ana Carolina Arantes Coutinho Costa, Nilce Maria da Silva Campos Costa, Edna Regina Silva Pereira
Medical Science Educator.2021; 31(2): 429. CrossRef
Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review
Jia Min Hee, Hong Wei Yap, Zheng Xuan Ong, Simone Qian Min Quek, Ying Pin Toh, Stephen Mason, Lalit Kumar Radha Krishna
Journal of General Internal Medicine.2019; 34(10): 2190. CrossRef
Mental health and wellbeing among Moroccan medical students: a descriptive study
Maha Lemtiri Chelieh, Murtaza Kadhum, Thomas Lewis, Andrew Molodynski, Redouane Abouqal, Jihane Belayachi, Dinesh Bhugra
International Review of Psychiatry.2019; 31(7-8): 608. CrossRef
Adoption and correlates of the Dundee Ready Educational Environment Measure (DREEM) in the evaluation of undergraduate learning environments – a systematic review
Christopher Yi Wen Chan, Min Yi Sum, Giles Ming Yee Tan, Phern-Chern Tor, Kang Sim
Medical Teacher.2018; 40(12): 1240. CrossRef
ASSESSMENT OF STUDENTS’ PERCEPTION ABOUT EDUCATIONAL ENVIRONMENT OF A MEDICAL COLLEGE IN KERALA
Paul Daniel, Celine Thalappillil Mathew
Journal of Evidence Based Medicine and Healthcare.2017; 4(51): 3103. CrossRef
Medical students’ satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece
Panteleimon Pantelidis, Nikolaos Staikoglou, Georgios Paparoidamis, Christos Drosos, Stefanos Karamaroudis, Athina Samara, Christodoulos Keskinis, Michail Sideris, George Giannakoulas, Georgios Tsoulfas, Asterios Karagiannis
Journal of Educational Evaluation for Health Professions.2016; 13: 13. CrossRef

Research Articles

External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study: Catharina Sj?dahl Hammarlund, Maria H. Nilsson, Christina Gummesson; J Educ Eval Health Prof. 2015;12:33. Published online June 22, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.33

34,394 View
281 Download
20 Web of Science
17 Crossref

Abstract PDF

Purpose
Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

Citations

Citations to this article as recorded by

Perception and attitude towards online clinical modules: a cross-sectional study among medical students from two countries
Heraa Islam, Mohsin Nazeer Muhammed, Sindhura Lakshmi, Aditi Kapoor, Afraz Jahan, Akhila Doddamani, Nagaraja Kamath, Muhammed Ehsan, Suma Nair
F1000Research.2024; 12: 776. CrossRef
Doctor of philosophy students’ academic success and the role of personal values
Richard Jaffu
Journal of Applied Research in Higher Education.2024;[Epub] CrossRef
Have we failed them? Online learning self‐efficacy of physiotherapy students during COVID‐19 pandemic
Mohammad Madi, Hayat Hamzeh, Sumayeh Abujaber, Zakariya H. Nawasreh
Physiotherapy Research International.2023;[Epub] CrossRef
Perception and attitude towards online clinical modules: a cross-sectional study among medical students from two countries
Heraa Islam, Mohsin Nazeer Muhammed, Sindhura Lakshmi, Aditi Kapoor, Afraz Jahan, Akhila Doddamani, Nagaraja Kamath, Muhammed Ehsan, Suma Nair
F1000Research.2023; 12: 776. CrossRef
‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef
Investigation of the factors affecting the e-learning process in occupational therapy education during the pandemic with principal component analysis
Başar Öztürk, Remziye Akarsu, Hülya Kayıhan, Yusuf Çelik, Saynur Elif Kayhan
British Journal of Occupational Therapy.2022; 85(9): 694. CrossRef
Les liens entre les objectifs de formation, les facteurs sociodemographiques et la reussite chez des participants a un MOOC professionnalisant
Théodore Njingang Mbadjoin, Rawad Chaker
McGill Journal of Education.2022; 56(1): 149. CrossRef
Perception of online learning among health sciences' students– A mixed methods study
Komal Maheshwari, Nidhi Ladha, Meenakshi Khapre, Rupinder Deol
Journal of Education and Health Promotion.2022; 11(1): 286. CrossRef
THE APPLICABILITY OF DISTANCE EDUCATION IN HEALTHCARE TECHNICIAN EDUCATION: A CROSS-SECTIONAL STUDY
Hakan TEKEDERE, Hanife GÖKER
İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi.2022; 10(2): 488. CrossRef
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
Dongho Kim, Eulho Jung, Meehyun Yoon, Yunjeong Chang, Sanghoon Park, Dongsim Kim, Fatih Demir
Computers & Education.2021; 166: 104171. CrossRef
Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups
Anika Reinhart, Bastian Malzkorn, Carsten Döing, Ines Beyer, Jana Jünger, Hans Martin Bosse
Medical Education Online.2021;[Epub] CrossRef
Readiness towards online learning among physiotherapy undergraduates
Harikrishnan Ranganathan, Devinder Kaur Ajit Singh, Saravana Kumar, Shobha Sharma, Siew Kuan Chua, Nabilah Binti Ahmad, Kamalambal Harikrishnan
BMC Medical Education.2021;[Epub] CrossRef
E- Learning experience of the medical profession’s college students during COVID-19 pandemic in Saudi Arabia
Eidan M. Al Zahrani, Yaser A. Al Naam, Saad M. AlRabeeah, Deemah N. Aldossary, Lamiaa H. Al-Jamea, Alexander Woodman, Mohammad Shawaheen, Osama Altiti, Jenifer V. Quiambao, Zechariah J. Arulanantham, Salah H. Elsafi
BMC Medical Education.2021;[Epub] CrossRef
Enseñanza online en Fisioterapia ¿Es posible? Reflexiones en torno a la situación actual.
Roy La Touche
NeuroRehabNews.2021;[Epub] CrossRef
A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education
Krishna Regmi, Linda Jones
BMC Medical Education.2020;[Epub] CrossRef
Digital technologies in undergraduate and postgraduate education in occupational therapy and physiotherapy: a scoping review
Benita Olivier, Michele Verdonck, Daleen Caseleijn
JBI Evidence Synthesis.2020; 18(5): 863. CrossRef
Exploring Open Space: A self-directed learning approach for higher education
Tamara Van Woezik, Rob Reuzel, Jur Koksma, Sandro Serpa
Cogent Education.2019; 6(1): 1615766. CrossRef

Assessment of students’ satisfaction with a student-led team-based learning course: Justin W. Bouw, Vasudha Gupta, Ana L. Hincapie; J Educ Eval Health Prof. 2015;12:23. Published online June 11, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.23

42,858 View
210 Download
18 Web of Science
14 Crossref

Abstract PDF

Purpose
To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Citations

Citations to this article as recorded by

Application of lecture-and-team-based learning in stomatology: in-class and online
Biyao Wang, Shan Jin, Minghao Huang, Kaige Zhang, Qing Zhou, Xinwen Zhang, Xu Yan
BMC Medical Education.2024;[Epub] CrossRef
Self-directed learning assessment practices in undergraduate health professions education: a systematic review
Tracey A.H. Taylor, Kyeorda Kemp, Misa Mi, Sarah Lerchenfeldt
Medical Education Online.2023;[Epub] CrossRef
Team-Based Learning in Prosthodontics Courses: Students’ Satisfaction
Selma A Saadaldin, Elzahraa Eldwakhly, Sundus Naji Alaziz, Alhanoof Aldegheishem, Amal M El sawy, Maha M. Fahmy, Sahar M. Alsamady, Nozha M. Sawan, Mai Soliman, Boonlert Kukiattrakoon
International Journal of Dentistry.2022; 2022: 1. CrossRef
The effect of online and in-person team-based learning (TBL) on undergraduate endocrinology teaching during COVID-19 pandemic
Shafeena Anas, Ioannis Kyrou, Mariann Rand-Weaver, Emmanouil Karteris
BMC Medical Education.2022;[Epub] CrossRef
Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic
Ahmad A. Shahba, Zaid Alashban, Ibrahim Sales, Abdelrahman Y. Sherif, Osman Yusuf
International Journal of Environmental Research and Public Health.2022; 19(7): 3902. CrossRef
Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic
Yonghui Feng, Bin Zhao, Jun Zheng, Yajing Fu, Yongjun Jiang
BMC Medical Education.2022;[Epub] CrossRef
Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef
Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial
Cassian Cremerius, Gertraud Gradl-Dietsch, Frank J. P. Beeres, Björn -Christian Link, Lea Hitpaß, Sven Nebelung, Klemens Horst, Christian David Weber, Carl Neuerburg, Daphne Eschbach, Christopher Bliemel, Matthias Knobe
European Journal of Trauma and Emergency Surgery.2021; 47(4): 1189. CrossRef
Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process
Ahmad A. Shahba, Ibrahim Sales
Saudi Pharmaceutical Journal.2021; 29(11): 1323. CrossRef
Using Team-Based Learning to Promote Engineering Students’ Performance and Self-Efficacy in a Technical Writing Class
Shenghua Zha, Shenghua Wu, Julie M. Estis
IEEE Transactions on Professional Communication.2021; 64(4): 456. CrossRef
Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic
Yun Li, Nicholas A. Sears, Ian V. J. Murray, Kamlesh K. Yadav
AERA Open.2021; 7: 233285842110672. CrossRef
Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation
Mariana Lucas da Rocha Cunha, Fernanda Amendola, Maria Mercedes Fernandez Samperiz, Andrea Gomes da Costa Mohallem
Nurse Education in Practice.2018; 33: 141. CrossRef
A systematic review of the published literature on team-based learning in health professions education
Tyler Reimschisel, Anna L. Herring, Jennifer Huang, Tara J. Minor
Medical Teacher.2017; 39(12): 1227. CrossRef
Faculty perception of team-based learning over multiple semesters
Clark D. Kebodeaux, Golden L. Peters, Paul M. Stranges, Jamie L. Woodyard, Scott Martin Vouri
Currents in Pharmacy Teaching and Learning.2017; 9(6): 1010. CrossRef

The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia: Ni Ni Win, Vishna Devi V Nadarajah, Daw Khin Win; J Educ Eval Health Prof. 2015;12:17. Published online May 8, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.17

42,166 View
206 Download
9 Web of Science
2 Crossref

Abstract PDF

Purpose
Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. Methods: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students’ perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Results: Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students’ motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). Conclusion: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

Citations

Citations to this article as recorded by

Collaborative Problem-based Learning: An Analysis of Problem-Solving Skills in Vocational Schools
Rachmad Syarifuddin Hidayatullah, Sudirman Rizki Ariyanto, Muhaji, Husni Mubarok, Abebayehu Yohannes
IJORER : International Journal of Recent Educational Research.2020; 1(3): 209. CrossRef
WeChat as a Platform for Problem-Based Learning in a Dental Practical Clerkship: Feasibility Study
Wei Zhang, Zheng-Rong Li, Zhi Li
Journal of Medical Internet Research.2019; 21(3): e12127. CrossRef

Brief Reports

How undergraduate medical students reflect on instructional practices and class attendance: a case study from the Shifa College of Medicine, Pakistan: Talat Ahmed, Abida Shaheen, Fahad Azam; J Educ Eval Health Prof. 2015;12:7. Published online March 22, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.7

33,733 View
158 Download
1 Web of Science
1 Crossref

Abstract PDF

The goal of this study was to assess student perceptions of a variety of instructional practices and attitudes toward class attendance. Data were obtained and analyzed by administering a questionnaire to students of the Shifa College of Medicine, Pakistan in 2011 and 2012. The subjects positively assessed most instructional practices, and in particular felt that teaching sessions conducted in small groups were more valuable than formal lectures in large groups. Students did not like having to give presentations, quizzes, panel discussions, and journal club. A positive correlation was found between the perceived importance of attendance and levels of academic motivation. Of the students surveyed, 11.8% were against mandatory attendance, saying that it reduced motivation and that attendance should be optional. In conclusion, the students had a positive perception of a range of instructional practices, and felt especially positively about practices that involve student activity in small groups. Programmatic improvement in instructional practices might increase class attendance.

Citations

Citations to this article as recorded by

Do Medical Students’ Learning Styles and Approaches Explain Their Views and Behavior Regarding Lecture Attendance?
Ali El Mokahal, Ali Ahmad, Joseph R. Habib, Ali A. Nasrallah, George Francis, Ramzi Sabra, Nathalie K. Zgheib
Medical Science Educator.2021; 31(5): 1693. CrossRef

Students’ perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study: P. Ravi Shankar, Rishi Bharti, Ravi Ramireddy, Ramanan Balasubramanium, Vivek Nuguri; J Educ Eval Health Prof. 2014;11:9. Published online May 7, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.9

29,942 View
177 Download
8 Web of Science
8 Crossref

Abstract PDF

Xavier University School of Medicine admits students mainly from the United States and Canada to the undergraduate medical program. A previous study conducted in June 2013 used the Dundee Ready Educational Environment Measure to measure the educational environment and impact of different teaching and learning methods in the program. The present study aims to obtain information about students’ perceptions of changes in the educational environment, which underwent modifications in teaching and learning, in January 2014. Information was collected about the participants’ semester of study, gender, nationality, and age. Students’ perceptions of the educational environment were documented by noting their degree of agreement with a set of 50 statements grouped into five categories. Average scores were compared among different groups. The mean total and category scores were compared to those of the 2013 study. Sixty of the sixty-nine students (86.9%) who enrolled in the undergraduate medical program participated in the survey. The majority were male, aged 20¬–¬25 years, and of American nationality. The mean±SD total score was 151.32±18.3. The mean scores for students’ perception in the survey categories were perception of teaching/learning (38.45), perception of teachers (33.90), academic self-perceptions (22.95), perception of atmosphere (36.32), and social self-perception (19.70). There were no significant differences in these scores among the different groups. All scores except those for academic self-perception were significantly higher in the present study compared to the previous one (P < 0.05). The above results will be of particular interest to schools that plan to transition to an integrated curriculum.

Citations

Citations to this article as recorded by

Characterization of the learning environment of an Internal Medicine course for medical students of ICESI University of Cali, Colombia
Janer Varón Arenas, Henry Arley Taquez Quenguan, Nathalia Salazar Falla, Diana Salazar Ulloa
Educación Médica.2021; 22: 486. CrossRef
Understanding the Mentoring Environment Through Thematic Analysis of the Learning Environment in Medical Education: a Systematic Review
Jia Min Hee, Hong Wei Yap, Zheng Xuan Ong, Simone Qian Min Quek, Ying Pin Toh, Stephen Mason, Lalit Kumar Radha Krishna
Journal of General Internal Medicine.2019; 34(10): 2190. CrossRef
Developing and validating a tool for measuring the educational environment in clinical anesthesia
Navdeep S. Sidhu, Eleri Clissold
Canadian Journal of Anesthesia/Journal canadien d'anesthésie.2018; 65(11): 1228. CrossRef
Challenges in shifting to an integrated curriculum in a Caribbean medical school
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2015; 12: 9. CrossRef
Initiating small group learning in a Caribbean medical school
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2015; 12: 10. CrossRef
Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time
Per J. Palmgren, Tobias Sundberg, Klara Bolander Laksov
Journal of Chiropractic Education.2015; 29(2): 110. CrossRef
Student feedback about the integrated curriculum in a Caribbean medical school
P. Ravi Shankar, Ramanan Balasubramanium, Neelam R. Dwivedi, Vivek Nuguri
Journal of Educational Evaluation for Health Professions.2014; 11: 23. CrossRef
Designing and conducting a two day orientation program for first semester undergraduate medical students
P. Ravi Shankar
Journal of Educational Evaluation for Health Professions.2014; 11: 31. CrossRef

Research Articles

Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change: Syed Ilyas Shehnaz, Jayadevan Sreedharan, Kadayam Guruswami Gomathi; J Educ Eval Health Prof. 2014;11:7. Published online April 26, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.7

26,863 View
152 Download
2 Web of Science

Abstract PDF: Purpose
College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum.
Methods
The Dundee Ready Education Environment Measure (DREEM) questionnaire was modified to assess faculty perceptions of the student experiences, pilot-tested, and administered to all faculty members (n=28) involved in the discipline-based curriculum (FDC) in January 2009. In the subsequent year, data were collected from the same faculty involved in the new integrated curriculum (FIC). Collected data were transferred to Predictive Analytics Software version 18. Total, domain, and individual statement scores were assessed with the Wilcoxon signed rank test. Percentage agreement, disagreement, and uncertainty were assessed by the McNemar’s test for proportion.
Results
The mean total DREEM score was significantly higher (P<0.001) for FIC (139/200) as compared to FDC (119/200). The FIC perceived significantly more positive student experiences with the educational environment as indicated by the domain scores and statement scores. The differences in proportions of agreement between FIC and FDC also reinforced that the FIC perceived more positive student experiences with the educational environment.
Conclusion
The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument: Beven Livingston, Mary Lundy, Shana Harrington; J Educ Eval Health Prof. 2014;11:1. Published online January 18, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.1

41,902 View
315 Download
21 Web of Science
23 Crossref

Abstract PDF

Purpose
The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).
Methods
The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).
Conclusion
The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Citations

Citations to this article as recorded by

Instructional Approaches: Anatomy Education of Physical Therapists
Ashley C. Simons, Kirk M. McHugh, Susan Appling, Shannon L. Harris, Jennifer M. Burgoon
Anatomical Sciences Education.2022; 15(1): 102. CrossRef
Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education
Melissa A. Carroll, Alison McKenzie, Mary Tracy‐Bee
Anatomical Sciences Education.2022; 15(2): 420. CrossRef
To What Extent Do Faculty and Students Believe that Team-Based Learning Supports Important Goals of Undergraduate Medical Education?
Jade Woodcock, Charles Henderson, Maria Sheakley
Medical Science Educator.2022; 32(5): 1107. CrossRef
Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial
Cassian Cremerius, Gertraud Gradl-Dietsch, Frank J. P. Beeres, Björn -Christian Link, Lea Hitpaß, Sven Nebelung, Klemens Horst, Christian David Weber, Carl Neuerburg, Daphne Eschbach, Christopher Bliemel, Matthias Knobe
European Journal of Trauma and Emergency Surgery.2021; 47(4): 1189. CrossRef
Anatomy Students That are “Team‐Taught” May Achieve Better Results Than Those That are “Sole‐Taught”
Aaron C. McDonald, Rodney A. Green, Anita Zacharias, Laura Y. Whitburn, Diane L. Hughes, Meg Colasante, Heath McGowan
Anatomical Sciences Education.2021; 14(1): 43. CrossRef
Comparison of Team‐Based Learning versus Traditional Lectures in Neuroanatomy: Medical Student Knowledge and Satisfaction
Alice B. Rezende, André G.F. de Oliveira, Thiago C. Vale, Luciana A.S. Teixeira, Alba R.A. Lima, Alessandra L.G. Lucchetti, Giancarlo Lucchetti, Sandra H.C. Tibiriçá, Oscarina S. Ezequiel
Anatomical Sciences Education.2020; 13(5): 591. CrossRef
Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
Jessica M. Craig, Brooke Nodeland, Roxanne Long, Emily Spivey
Journal of Criminal Justice Education.2020; 31(3): 372. CrossRef
A comparison of the effectiveness of dissection and prosection on short-term anatomic knowledge retention in a reciprocal peer-teaching program
Wendy L. Lackey-Cornelison, Laura D. Bauler, Jacob Smith
Advances in Physiology Education.2020; 44(2): 239. CrossRef
Team-Based Learning in Medical Ethics Education: Evaluation and Preferences of Students in Oman
Miriam Simon
Journal of Medical Education.2020;[Epub] CrossRef
Team-Based Learning and the Team-Based Learning Student Assessment Instrument (TBL–SAI): A Longitudinal Study of Master of Occupational Therapy Students’ Changing Perceptions
Ron Carson, Heidi Mennenga
The American Journal of Occupational Therapy.2019; 73(4): 7304205010p1. CrossRef
Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom
Prabha Parthasarathy, Bugewa Apampa, Andrea Manfrin
Journal of Educational Evaluation for Health Professions.2019; 16: 23. CrossRef
Team-based learning in Physical therapy undergraduate course: experiment report
Juleimar Soares Coelho de Amorim, Bruno Costa Poltronieri, Aline Moreira Ribeiro, Alcindo Antônio Ferla
Fisioterapia em Movimento.2019;[Epub] CrossRef
Curricular and pedagogical aspects of gross anatomy education for undergraduate physiotherapy students
Dorothy Agnes Shead, Ronel Roos, Benita Olivier, Amadi O. Ihunwo
JBI Database of Systematic Reviews and Implementation Reports.2019;[Epub] CrossRef
Simulating the multi‐disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound‐anchored interprofessional session
Marianne T. Luetmer, Beth A. Cloud, James W. Youdas, Wojciech Pawlina, Nirusha Lachman
Anatomical Sciences Education.2018; 11(1): 94. CrossRef
Gross anatomy education for South African undergraduate physiotherapy students
Dorothy A. Shead, Ronel Roos, Benita Olivier, Amadi O. Ihunwo
Anatomical Sciences Education.2018; 11(6): 554. CrossRef
Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study
Yongxia Ding, Peili Zhang
Nurse Education in Practice.2018; 31: 161. CrossRef
Team Based Learning
Ibrahim Abdellatif Ibrahim, Wafaa Fathi Sleem
International Journal for Innovation Education and Research.2018; 6(1): 159. CrossRef
Trabajo en equipo y rendimiento académico en un curso de kinesiología empleando aprendizaje basado en equipos
Macarena Delgado Rivera, Eduardo Fasce Henry, Cristhian Pérez Villalobos, Nancy Rivera Fuentes, Pablo Salazar Saéz, Cacia Riquelme Vallejos, Ivone Campos Cerda
Investigación en Educación Médica.2017; 6(22): 80. CrossRef
From Anatomical Knowledge to Clinical Comprehension: a Peer-Oriented Learning Session to Help Medical Students Make the Leap
Hector Lopez, Evan Goldman, John Gaughan, Sangita Phadtare
Medical Science Educator.2017; 27(2): 177. CrossRef
Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States
Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen
Journal of Educational Evaluation for Health Professions.2017; 14: 3. CrossRef
Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot
Anita Sharma, Kristin K. Janke, Andrea Larson, Wendy St. Peter
Currents in Pharmacy Teaching and Learning.2017; 9(5): 802. CrossRef
Team-Based Learning: A Model for Democratic and Culturally Competent 21st Century Public Administrators
Karina Moreno Saldivar
Journal of Public Affairs Education.2015; 21(2): 143. CrossRef
A Retrospective Quantitative Examination of the Impact of Team-Based Learning on Mean Unit Exam Scores
Amber Pyatt
SSRN Electronic Journal .2015;[Epub] CrossRef

Medical students’ perception of the educational environment in a medical college in India: a cross-sectional study using the Dundee Ready Education Environment questionnaire: Varun Kohli, Upreet Dhaliwal; J Educ Eval Health Prof. 2013;10:5. Published online June 30, 2013; DOI: https://doi.org/10.3352/jeehp.2013.10.5

65,535 View
442 Download
25 Crossref

PDF

Citations

Citations to this article as recorded by

Assessment of Educational Environment of Newly Established Medical College by UG Medical Students: A Mixed Method Study
Ankit Srivastava, Swanand Pathak, Urvashi Singh, Anand Bihari, Manisha Upadhyay
Indian Journal of Community Health.2023; 35(2): 235. CrossRef
Evaluation of Educational Environment Using the Dundee Ready Educational Environment Measure-12 – Abridged version of the Dundee Ready Educational Environment Measure-50 Questionnaire among Final Year M.B.B.S. Students in a Medical College in Ahmedabad
Ami Mehta, Karan Mehta, Neha Mistry, Vivek Mehta, Shaista Saiyad, Jay Sheth
CHRISMED Journal of Health and Research.2023; 10(3): 205. CrossRef
Evaluation of the Educational Environment Based on the Perception of Occupational Therapy (OT) Students at Shiraz University of Medical Sciences in Iran (2013 - 2020)
Sahar Ghanbari, Ali Reza Jamali, Somaye Kavousipor
Middle East Journal of Rehabilitation and Health Studies.2023;[Epub] CrossRef
Students’ perception of educational environment based on Dundee Ready Education Environment Measure and the role of peer mentoring: a cross-sectional study
Shadab Behkam, Amirhossein Tavallaei, Nastaran Maghbouli, Mahboobeh Khabaz Mafinejad, Jemal Haidar Ali
BMC Medical Education.2022;[Epub] CrossRef
Perception of educational environment as a predictor of academic performance in physiotherapy students
Manasi Desai, Unnati Pandit, Amruta Nerurkar, Chhaya Verma
Journal of Education and Health Promotion.2022; 11(1): 174. CrossRef
Free Open Access Medical Education in India: The Stage Is Set
Sriram Sunil Kumar, Jeremy B. Richards
ATS Scholar.2022; 3(4): 514. CrossRef
Educational Environment Assessment by Multiprofessional Residency Students: New Horizons Based on Evidence from the DREEM
Ana Carolina Arantes Coutinho Costa, Nilce Maria da Silva Campos Costa, Edna Regina Silva Pereira
Medical Science Educator.2021; 31(2): 429. CrossRef
Impact and perception about distant online medical education (tele-education) on the educational environment during the COVID-19 pandemic: Experiences of medical undergraduate students from India
Karthik Vishwanathan, GeetikaMadan Patel, DevanshuJayeshbhai Patel
Journal of Family Medicine and Primary Care.2021; 10(6): 2216. CrossRef
Medical Students’ Perception of the Educational Environment at College of Medicine: A Prospective Study with a Review of Literature
Syed Sameer Aga, Muhammad Anwar Khan, Mansour Al Qurashi, Bader Khawaji, Mubarak Al-Mansour, Syed Waqas Shah, Amir Abushouk, Hassan Abdullah Alabdali, Ahmed Sultan Alharbi, Mishal Essam Hawsawi, Osama Ali Alzharani, Ehsan Namaziandost
Education Research International.2021; 2021: 1. CrossRef
Physical therapy students’ perceptions of the educational environment at physical therapy institutes in Pakistan
Muhammad Adeel, Asad Chaudhry
Journal of Educational Evaluation for Health Professions.2020; 17: 7. CrossRef
Validez y confiabilidad del DREEM en español colombiano y su adaptación a un currículo integrador
Diana Marcela Laverde Robayo, Martha Ortiz Fonseca, John Alexander Vergel Guerrero, Vladimir Mauricio Ospina Maldonado, Gustavo Adolfo Quintero Hernández
Investigación en Educación Médica.2020; 9(34): 63. CrossRef
Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile
Pablo Quiroga-Marabolí, Marcela Andrea Antúnez-Riveros, Marcela Aguirre-Jerez, Alvaro Besoain Saldaña, José Peralta-Camposano, María Pilar Ruiz de Gauna Bahillo
Journal of Educational Evaluation for Health Professions.2019; 16: 9. CrossRef
Medical students' perceptions of their educational environment at a Saudi university
SaharHassan Al-Natour
Saudi Journal of Medicine and Medical Sciences.2019; 7(3): 163. CrossRef
Perception of the learning environment among the students in a nursing college in Eastern Nepal
Erina Shrestha, Ram Sharan Mehta, Gayanand Mandal, Kriti Chaudhary, Nirmala Pradhan
BMC Medical Education.2019;[Epub] CrossRef
Medical Student’s Perspectives on Educational Environment: A Cross-sectional Study from a South Indian Rural Medical College
N Asha Rani, Aliya Nusrath, M G Shivaramu
Journal of Medical Sciences and Health.2019; 04(03): 1. CrossRef
Self-directed learning readiness of Indian medical students: a mixed method study
Kalyani Premkumar, Elizabeth Vinod, Solomon Sathishkumar, Anna B. Pulimood, Valerie Umaefulam, P. Prasanna Samuel, Tara A. John
BMC Medical Education.2018;[Epub] CrossRef
Comparison of undergraduate educational environment in medical and nursing program using the DREEM tool
Salima Farooq, Rehana Rehman, Mehwish Hussain, Jacqueline Maria Dias
Nurse Education Today.2018; 69: 74. CrossRef
ASSESSMENT OF STUDENTS’ PERCEPTION ABOUT EDUCATIONAL ENVIRONMENT OF A MEDICAL COLLEGE IN KERALA
Paul Daniel, Celine Thalappillil Mathew
Journal of Evidence Based Medicine and Healthcare.2017; 4(51): 3103. CrossRef
PERCEPTION OF LEARNING ENVIRONMENT AMONG MEDICAL STUDENTS IN A GOVERNMENT MEDICAL COLLEGE- KERALA
Saritha V Nair, Bindhu Vasudevan
Journal of Evidence Based Medicine and Healthcare.2017; 4(95): 5949. CrossRef
Medical students’ satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece
Panteleimon Pantelidis, Nikolaos Staikoglou, Georgios Paparoidamis, Christos Drosos, Stefanos Karamaroudis, Athina Samara, Christodoulos Keskinis, Michail Sideris, George Giannakoulas, Georgios Tsoulfas, Asterios Karagiannis
Journal of Educational Evaluation for Health Professions.2016; 13: 13. CrossRef
Students’ perception of the educational environment in medical college: a study based on DREEM questionnaire
Asmita Ashok Patil, Vijaya Laxman Chaudhari
Korean Journal of Medical Education.2016; 28(3): 281. CrossRef
Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure
Hyunho Kim, Hanyoung Jeong, Pyeongjin Jeon, Seungju Kim, Young-Bae Park, Yeonseok Kang
Evidence-Based Complementary and Alternative Medicine.2016; 2016: 1. CrossRef
Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time
Per J. Palmgren, Tobias Sundberg, Klara Bolander Laksov
Journal of Chiropractic Education.2015; 29(2): 110. CrossRef
Students' perception of the educational environment of medical schools in Korea: findings from a nationwide survey
Kwi Hwa Park, Joo Hyun Park, Sun Kim, Jung Ae Rhee, Jong Hoon Kim, Young Joon Ahn, Jae Jin Han, Duk Joon Suh
Korean Journal of Medical Education.2015; 27(2): 117. CrossRef
Students’ perception of the learning environment at Xavier University School of Medicine, Aruba
P. Ravi Shankar, Arun K Dubey, Ramanan Balasubramanium
Journal of Educational Evaluation for Health Professions.2013; 10: 8. CrossRef

First
Prev
Page of 2
Next
Last

Search