Volver al buscador
Vista en detalle del documento
Titulo Artículo:
Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
Resumen:
Background Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Methods Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Results Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. Conclusions The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Fecha de publicación:
2015.
Autores :
hochet, Robert S;
Rampal, Krishna ;
Abu Bakar, Hamidah ;
Scott, Wright ;
Shilkofski, Nicole A. ;
Colbert-Getz, Jorie ;
Tackett, Sean ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
10
Idioma:
Inglés
Páginas:
1
ISBN:
1472-6920
Existencias:
8
Palabras claves:
Learning Environment
Curriculum Assessment
International Partnerships
Público objetivo:
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
Resumen:
Background Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Methods Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Results Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. Conclusions The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Fecha de publicación:
2015.
Autores :
hochet, Robert S;
Rampal, Krishna ;
Abu Bakar, Hamidah ;
Scott, Wright ;
Shilkofski, Nicole A. ;
Colbert-Getz, Jorie ;
Tackett, Sean ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
10
Idioma:
Inglés
Páginas:
1
Existencias:
8
Palabras claves:
Learning Environment
Curriculum Assessment
International Partnerships
Público objetivo:
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
Resumen:
Background Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Methods Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Results Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. Conclusions The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Autores:
hochet, Robert S
,
Rampal, Krishna
,
Abu Bakar, Hamidah
,
Scott, Wright
,
Shilkofski, Nicole A.
,
Colbert-Getz, Jorie
,
Tackett, Sean
,
.
Titulo Revista:
BMC Medical Education,
.
Numero:
10
Volumen:
15
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Otra ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
8
ISBN:
1472-6920
Palabras claves:
Learning Environment
Curriculum Assessment
International Partnerships
Público objetivo:
Docentes
Medicos
Educadores Medicos
Título Otra :
Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
Resumen:
Background Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Methods Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Results Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. Conclusions The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Autores :
hochet, Robert S;
Rampal, Krishna ;
Abu Bakar, Hamidah ;
Scott, Wright ;
Shilkofski, Nicole A. ;
Colbert-Getz, Jorie ;
Tackett, Sean ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Tipo :
Otra .
Idioma:
Inglés
Palabras claves:
Learning Environment
Curriculum Assessment
International Partnerships
Público objetivo:
Docentes
Medicos
Educadores Medicos
Título Otra :
Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
Resumen:
Background Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Methods Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Results Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. Conclusions The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Autores :
hochet, Robert S;
Rampal, Krishna ;
Abu Bakar, Hamidah ;
Scott, Wright ;
Shilkofski, Nicole A. ;
Colbert-Getz, Jorie ;
Tackett, Sean ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Paginas:
1.
ISBN:
1472-6920.
Idioma:
Inglés
Palabras claves:
Learning Environment
Curriculum Assessment
International Partnerships
Público objetivo:
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart
Resumen:
Background Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Methods Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Results Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p < 0.05) [DREEM 155.3 (SD 21.3); JHLES 116.5 (SD 12.2)], followed by JHUSOM [DREEM 143.3 (SD 22.5); JHLES 111.7 (SD 12.0)] and CUCMS [DREEM 138.5 (SD 22.4); JHLES 106.4 (SD 14.5)]. PUGSOM’s overall high LE ratings were driven by responses in “perception of teaching,” “meaningful engagement,” and “acceptance and safety” domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. Conclusions The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.
Fecha de publicación:
2015.
Autor corporativo:
BMC Medical Education,
.
Idioma:
Inglés
Palabras claves:
Learning Environment
Curriculum Assessment
International Partnerships
Público objetivo:
Docentes
Medicos
Educadores Medicos
Citar
Enviar por correo electrónico
Imprimir
Guardar
Consultar
INGRESE LOS SIGUIENTES DATOS
PARA ENVIAR EL CORREO
Sus nombres:
Sus apellidos:
Su correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Correo electrónico destino:
Se necesita un valor.
Formato no válido.
Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :hochet, Robert S; Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart(2015). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2348
INGRESE LOS SIGUIENTES DATOS
PARA RESERVA EN SALA
Sus nombres:
Sus apellidos:
Correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Programar la fecha de su visita:
Programar la hora de su visita:
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 M
1:00 PM
2:00 PM
3:00 PM
¿Cómo citar este documento?
Seleccionar y copiar el texto.
hochet, Robert S Rampal, Krishna Abu Bakar, Hamidah Scott, Wright Shilkofski, Nicole A. Colbert-Getz, Jorie Tackett, Sean hochet, Robert S Rampal, Krishna Abu Bakar, Hamidah Scott, Wright Shilkofski, Nicole A. Colbert-Getz, Jorie Tackett, Sean Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart. 2015; 15Ed. 1.
