Exploring student perceptions of the learning environment in four health professions education programs.

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2022-01-01 Epub Date: 2021-01-22 DOI:10.1007/s10984-021-09349-y

Shayna A Rusticus, Derek Wilson, Tal Jarus, Kathy O'Flynn-Magee, Simon Albon

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引用次数: 14

Abstract

The desire to support student learning and professional development, in combination with accreditation requirements, necessitates the need to evaluate the learning environment of educational programs. The Health Education Learning Environment Survey (HELES) is a recently-developed global measure of the learning environment for health professions programs. This paper provides evidence of the applicability of the HELES for evaluating the learning environment across four health professions programs: medicine, nursing, occupational therapy and pharmaceutical sciences. Two consecutive years of HELES data were collected from each program at a single university (year 1 = 552 students; year 2 = 745 students) using an anonymous online survey. Reliability analyses across programs and administration years supported the reliability of the tool. Two-way factorial ANOVAs with program and administration year as the independent variables indicated statistically- and practically-significant differences across programs for four of the seven scales. Overall, these results support the use of the HELES to evaluate student perceptions of the learning environment multiple of health professions programs.

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探讨学生对四个卫生专业教育项目学习环境的看法。

支持学生学习和专业发展的愿望，结合认证要求，有必要评估教育项目的学习环境。健康教育学习环境调查(HELES)是最近发展的一项全球卫生专业项目学习环境测量。本文提供证据，证明HELES可用于评估医学、护理、职业治疗和药学四个卫生专业的学习环境。连续两年从一所大学的每个项目收集HELES数据(第一年= 552名学生;二年级= 745名学生)使用匿名在线调查。跨程序和管理年限的可靠性分析支持了该工具的可靠性。以项目和管理年份为自变量的双向因子方差分析表明，七个量表中的四个项目在统计上和实际上存在显著差异。总的来说，这些结果支持使用HELES来评估学生对多个卫生专业项目的学习环境的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

LEARNING ENVIRONMENTS RESEARCH Social Sciences-Communication

CiteScore

6.70

自引率

17.20%

发文量

期刊介绍： Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments. The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment'' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc. The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal. A wide range of qualitative and quantitative methods for studying learning enviromnents, and the combination of qualitative and quantitative methods, are strongly encouraged. The journal has an affiliation with the American Educational Research Association''s Special Interest Group on the Study of Learning Environments. However, having Regional Editors and an Editorial Board from around the world ensures that LER is a truly international journal.