Araştırma Makalesi
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Öğrenme Ortamının Değerlendirilmesi

Yıl 2021, , 63 - 71, 09.03.2021
https://doi.org/10.21763/tjfmpc.810951

Öz

Arka plan: Öğrenme ortamı, öğrenmenin gerçekleştiği fiziksel ortamları, bağlamları ve kültürleri ifade eden geniş bir kavramdır. Bu çalışmada, Dundee Eğitim Ortamı Değerlendirme Ölçeği kullanılarak bir tıp fakültesinin klinik öncesi öğrenme ortamının değerlendirilmesi amaçlanmıştır. Yöntem: Çalışma, tanımlayıcı kesitsel bir çalışma olarak tasarlanmıştır. Araştırmanın evreni, Süleyman Demirel Üniversitesi Tıp Fakültesi'ne kayıtlı tıp fakültesi öğrencileri, 2019-2020 eğitim öğretim yılında 1. sınıf, 2. sınıf ve 3. sınıf öğrencileri (N: 884) olarak belirlendi. Ölçeğin çalışma evreniyle ilişkisini değerlendirmek için madde analizleri, güvenilirlik testleri ve doğrulama testleri yapılmıştır. Bu bilgiler doğrultusunda evrenin ölçeğe uygun olduğuna ve bu veriler üzerinden genelleme yapılabileceğine karar verilmiştir. Bulgular: Çalışmada 326 katılımcının verileri değerlendirildi. Tüm yılların toplu değerlendirmesinde tüm öğrenciler için genel DREEM-TR puanı 138.07 ± 22.75 olarak bulunmuştur. Yıllar arasında karşılaştırıldığında 1. yıl ile 2. ve 3. yıllar arasında istatistiksel olarak anlamlı fark olduğu görüldü (p<.005). Tartışma: Programın değerlendirilmesinde geçerli/güvenilir ölçme araçlarının kullanılması, programın izlenmesi için gereklidir. Bu değerli bulguların, programın geliştirilmesi ve izlenmesi için fakülte yönetimi tarafından kullanılması önerilmektedir. Program değerlendirme kapsamında bu değerlendirmenin devamlılığının eğitim programının izlenmesine ve geliştirilmesine katkı sağlayacağına inanıyoruz.

Kaynakça

  • 1. Edglossary. Learning Environment Definition - The Glossary of Education Reform. https://www.edglossary.org/learning-environment/. Accessed March 29, 2020.
  • 2. Hafler JP, Ownby AR, Thompson BM, et al. Decoding the learning environment of medical education: A hidden curriculum perspective for faculty development. Acad Med. 2011;86(4):440-444. doi:10.1097/ACM.0b013e31820df8e2
  • 3. Council TE. International standards in medical education: assessment and accreditation of medical schools’ – educational programmes. A WFME position paper. Med Educ. 1998;32(5):549-558. doi:10.1046/j.1365-2923.1998.00302.x
  • 4. Al-Hazimi A, Zaini R, Al-Hyiani A, et al. Educational environment in traditional and innovative medical schools: A study in four undergraduate medical schools. Educ Heal. 2004;17(2):192-203. doi:10.1080/13576280410001711003
  • 5. Gruppen L, Irby DM, Durning SJ, Maggio LA. Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review. MedEdPublish. 2018;7(3). doi:10.15694/mep.2018.0000211.1
  • 6. Rukban MO Al, Khalil MS, Al-Zalabani A. Learning environment in medical schools adopting different educational strategies. Educ Res Rev. 2010;5(3):126-129.
  • 7. Lechthaler F, Arigoni M, Khamidova M, Davlyatova D, Prytherch H, Wyss K. Assessing the effects of the nursing education reform on the educational environment in Tajikistan: A repeated cross-sectional analysis. BMC Nurs. 2020;19(1):1-13. doi:10.1186/s12912-020-0405-4
  • 8. Lizzio A, Wilson K, Simons R. University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Stud High Educ. 2002;27(1):27-52. doi:10.1080/03075070120099359
  • 9. Pimparyon S. Pemba, S. Roff, P. SMC. Educational environment, student approaches to learning and academic achievement in a Thai nursing school. Med Teach. 2000;22(4):359-364. doi:10.1080/014215900409456
  • 10. Audin K, Davy J, Barkham M. University quality of life and learning (UNIQoLL): An approach to student well-being, satisfaction and institutional change. J Furth High Educ. 2003;27(4):365-382. doi:10.1080/0309877032000128073
  • 11. Noreen K, Khan KA, Nehra RA. Students’ Perception of Learning Environment Using Dundee Ready Education Environment Measure (Dreem) Inventory. Pakistan J Public Heal. 2018;8(2):112-116. doi:10.32413/pjph.v8i2.154
  • 12. Sue Roff, Sean Mcaleeri, Ronald M Harden, Mona Al-Qahtani, Ashraf Uddin Ahmed, Horacio Deza, Guido Groenen PP. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach. 1997;19(4):295-299. doi:10.3109/01421599709034208
  • 13. Genn JM. AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education - a unifying perspective. Med Teach. 2001;23(5):445-454. doi:10.1080/01421590120075661
  • 14. Miles S, Swift L, Leinster SJ. The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Med Teach. 2012;34(9):e620-e634. doi:10.3109/0142159X.2012.668625
  • 15. Sezer B, Taşdelen Teker G, Sezer TA, Elçin M. Dundee Mevcut Eğitim Ortamı Değerlendirme Ölçeği (DREEM-TR): Türkçe Uyarlama Çalışması. Tıp Eğitimi Dünyası. 2019;18(56):16-29. doi:10.25282/ted.572030
  • 16. McAleer Sean SR. What is educational climate? Med Teach. 2001;23(4):333-334. doi:10.1080/01421590120063312
  • 17. Sengupta P, Sharma A, Das N. Perception of learning environment among undergraduate medical students in two different medical schools through DREEM and JHLES questionnaire. J Clin Diagnostic Res. 2017;11(2):JC01-JC04. doi:10.7860/JCDR/2017/23810.9248
  • 18. Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools’ processes. Med Educ. 2018;52(2):182-191. doi:10.1111/medu.13461
  • 19. Roff S, McAleer S, Ifere OS, Bhattacharya S. A global diagnostic tool for measuring educational environment: comparing Nigeria and Nepal. Med Teach. 2001;23(4):378-382. doi:10.1080/01421590120043080
  • 20. Varma R, Tiyagi E, Gupta JK. Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ. 2005;5:1-4. doi:10.1186/1472-6920-5-8
  • 21. Bakhshialiabad H, Bakhshi G, Hashemi Z, Bakhshi A, Abazari F. Improving students’ learning environment by DREEM: An educational experiment in an Iranian medical sciences university (2011-2016). BMC Med Educ. 2019;19(1):1-10. doi:10.1186/s12909-019-1839-9
  • 22. Hope V, Henderson M. Medical student depression, anxiety and distress outside North America: a systematic review. Med Educ. 2014;48(10):963-979. doi:10.1111/medu.12512
  • 23. Laidlaw AH. Social anxiety in medical students: Implications for communication skills teaching. Med Teach. 2009;31(7):649-654. doi:10.1080/01421590802208867
  • 24. Liao Y, Knoesen NP, Deng Y, et al. Body dysmorphic disorder, social anxiety and depressive symptoms in Chinese medical students. Soc Psychiatry Psychiatr Epidemiol. 2010;45(10):963-971. doi:10.1007/s00127-009-0139-9
  • 25. Ludmerer KM. Learner-Centered Medical Education. N Engl J Med. 2004;351(12):1163-1164. doi:10.1056/NEJMp048112 26. Khademi G, Abdollahpour N. The Impact of Student-Centered Pedagogy on Training in a Pediatrics Course. Int J Pediatr. 2014;2(4.3):421-429. doi:10.22038/ijp.2014.3728

Evaluation of Learning Environment

Yıl 2021, , 63 - 71, 09.03.2021
https://doi.org/10.21763/tjfmpc.810951

Öz

Background: Learning environment is a broad concept that expresses the physical environments, contexts, and cultures where learning takes place. This study is aimed to evaluate the preclinical learning environment of a medical faculty using the Dundee Ready Education Environment Measure. Method: The study was designed as a descriptive cross-sectional study. The population of the study was determined as medical school students enrolled at Suleyman Demirel University, Faculty of Medicine, 1st year, 2nd year, and 3rd-year students during the 2019-2020 academic year (N: 884). Item analyzes, reliability tests, and validation tests were performed to evaluate the correlation of the scale with the population of the study. In line with this information, it was decided that the population was suitable for the scale and that generalization could be made through this data. Results: In the study, the data of 326 participants were evaluated. In the collective evaluation of all years overall DREEM-TR score as 138.07 ± 22.75 regarding all students. In comparison between years, it was seen that there was a statistically significant difference between 1st year and 2nd and 3rd years (p<.005). Discussion: The use of valid/reliable measurement tools in the evaluation of the program is necessary for the monitorization of the program. These valuable findings are suggested to be used by the faculty management for the development and monitorization of the program. We believe that the continuity of this evaluation within the scope of program evaluation would contribute to the monitoring and development of the training program.

Kaynakça

  • 1. Edglossary. Learning Environment Definition - The Glossary of Education Reform. https://www.edglossary.org/learning-environment/. Accessed March 29, 2020.
  • 2. Hafler JP, Ownby AR, Thompson BM, et al. Decoding the learning environment of medical education: A hidden curriculum perspective for faculty development. Acad Med. 2011;86(4):440-444. doi:10.1097/ACM.0b013e31820df8e2
  • 3. Council TE. International standards in medical education: assessment and accreditation of medical schools’ – educational programmes. A WFME position paper. Med Educ. 1998;32(5):549-558. doi:10.1046/j.1365-2923.1998.00302.x
  • 4. Al-Hazimi A, Zaini R, Al-Hyiani A, et al. Educational environment in traditional and innovative medical schools: A study in four undergraduate medical schools. Educ Heal. 2004;17(2):192-203. doi:10.1080/13576280410001711003
  • 5. Gruppen L, Irby DM, Durning SJ, Maggio LA. Interventions Designed to Improve the Learning Environment in the Health Professions: A Scoping Review. MedEdPublish. 2018;7(3). doi:10.15694/mep.2018.0000211.1
  • 6. Rukban MO Al, Khalil MS, Al-Zalabani A. Learning environment in medical schools adopting different educational strategies. Educ Res Rev. 2010;5(3):126-129.
  • 7. Lechthaler F, Arigoni M, Khamidova M, Davlyatova D, Prytherch H, Wyss K. Assessing the effects of the nursing education reform on the educational environment in Tajikistan: A repeated cross-sectional analysis. BMC Nurs. 2020;19(1):1-13. doi:10.1186/s12912-020-0405-4
  • 8. Lizzio A, Wilson K, Simons R. University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Stud High Educ. 2002;27(1):27-52. doi:10.1080/03075070120099359
  • 9. Pimparyon S. Pemba, S. Roff, P. SMC. Educational environment, student approaches to learning and academic achievement in a Thai nursing school. Med Teach. 2000;22(4):359-364. doi:10.1080/014215900409456
  • 10. Audin K, Davy J, Barkham M. University quality of life and learning (UNIQoLL): An approach to student well-being, satisfaction and institutional change. J Furth High Educ. 2003;27(4):365-382. doi:10.1080/0309877032000128073
  • 11. Noreen K, Khan KA, Nehra RA. Students’ Perception of Learning Environment Using Dundee Ready Education Environment Measure (Dreem) Inventory. Pakistan J Public Heal. 2018;8(2):112-116. doi:10.32413/pjph.v8i2.154
  • 12. Sue Roff, Sean Mcaleeri, Ronald M Harden, Mona Al-Qahtani, Ashraf Uddin Ahmed, Horacio Deza, Guido Groenen PP. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach. 1997;19(4):295-299. doi:10.3109/01421599709034208
  • 13. Genn JM. AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education - a unifying perspective. Med Teach. 2001;23(5):445-454. doi:10.1080/01421590120075661
  • 14. Miles S, Swift L, Leinster SJ. The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Med Teach. 2012;34(9):e620-e634. doi:10.3109/0142159X.2012.668625
  • 15. Sezer B, Taşdelen Teker G, Sezer TA, Elçin M. Dundee Mevcut Eğitim Ortamı Değerlendirme Ölçeği (DREEM-TR): Türkçe Uyarlama Çalışması. Tıp Eğitimi Dünyası. 2019;18(56):16-29. doi:10.25282/ted.572030
  • 16. McAleer Sean SR. What is educational climate? Med Teach. 2001;23(4):333-334. doi:10.1080/01421590120063312
  • 17. Sengupta P, Sharma A, Das N. Perception of learning environment among undergraduate medical students in two different medical schools through DREEM and JHLES questionnaire. J Clin Diagnostic Res. 2017;11(2):JC01-JC04. doi:10.7860/JCDR/2017/23810.9248
  • 18. Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools’ processes. Med Educ. 2018;52(2):182-191. doi:10.1111/medu.13461
  • 19. Roff S, McAleer S, Ifere OS, Bhattacharya S. A global diagnostic tool for measuring educational environment: comparing Nigeria and Nepal. Med Teach. 2001;23(4):378-382. doi:10.1080/01421590120043080
  • 20. Varma R, Tiyagi E, Gupta JK. Determining the quality of educational climate across multiple undergraduate teaching sites using the DREEM inventory. BMC Med Educ. 2005;5:1-4. doi:10.1186/1472-6920-5-8
  • 21. Bakhshialiabad H, Bakhshi G, Hashemi Z, Bakhshi A, Abazari F. Improving students’ learning environment by DREEM: An educational experiment in an Iranian medical sciences university (2011-2016). BMC Med Educ. 2019;19(1):1-10. doi:10.1186/s12909-019-1839-9
  • 22. Hope V, Henderson M. Medical student depression, anxiety and distress outside North America: a systematic review. Med Educ. 2014;48(10):963-979. doi:10.1111/medu.12512
  • 23. Laidlaw AH. Social anxiety in medical students: Implications for communication skills teaching. Med Teach. 2009;31(7):649-654. doi:10.1080/01421590802208867
  • 24. Liao Y, Knoesen NP, Deng Y, et al. Body dysmorphic disorder, social anxiety and depressive symptoms in Chinese medical students. Soc Psychiatry Psychiatr Epidemiol. 2010;45(10):963-971. doi:10.1007/s00127-009-0139-9
  • 25. Ludmerer KM. Learner-Centered Medical Education. N Engl J Med. 2004;351(12):1163-1164. doi:10.1056/NEJMp048112 26. Khademi G, Abdollahpour N. The Impact of Student-Centered Pedagogy on Training in a Pediatrics Course. Int J Pediatr. 2014;2(4.3):421-429. doi:10.22038/ijp.2014.3728
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Orijinal Makaleler
Yazarlar

Giray Kolcu 0000-0001-8406-5941

Mukadder İnci Başer Kolcu 0000-0002-2996-7632

Yayımlanma Tarihi 9 Mart 2021
Gönderilme Tarihi 15 Ekim 2020
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

Vancouver Kolcu G, Başer Kolcu Mİ. Evaluation of Learning Environment. TJFMPC. 2021;15(1):63-71.

Sağlığın ve birinci basamak bakımın anlaşılmasına ve geliştirilmesine katkıda bulunacak yeni bilgilere sahip yazarların İngilizce veya Türkçe makaleleri memnuniyetle karşılanmaktadır.

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