Abstract
BackgroundThe Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia.MethodsThe initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses.ResultsThe best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P < 0.001, χ 2/df = 1.965, Root Mean Square of Error Approximation (RMSEA) = 0.018, Goodness-of-fit Index (GFI) = 0.929, Comparative Fit Index (CFI) = 0.962, Normed Fit Index (NFI) = 0.927, Tucker–Lewis Index (TLI) = 0.956) with Cronbach’s alpha values ranging from 0.621 to 0.927. Findings of the cross-validation across institutions and phases of medical training indicated that the AEEMI measures nearly the same constructs as the previously validated version with several modifications to the item placement within each factor.ConclusionsThese results confirmed that variability exists within factors of the anatomy education environment among institutions. Hence, with modifications to the internal structure, the proposed model of the AEEMI can be considered universally applicable in the Malaysian context and thus can be used as one of the tools for auditing and benchmarking the anatomy curriculum.
Highlights
The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy
This study aimed to answer the following research questions: (1) What is the best-fit universal model for the AEEMI? and (2) What is the internal consistency reliability of the AEEMI when administered to medical students at different phases of training across public and private medical schools in Malaysia? To answer these questions, the study hypothesized that (1) the AEEMI will demonstrate a good model fit that is universal and (2) it would show a high level of internal consistency reliability across cohorts
Permission and ethical clearance were obtained from the Human Research Ethics Committees (HREC), Universiti Sains Malaysia (USM/JEPeM/18040225)
Summary
The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. Educational environment is a strong predictor of student learning [1]. It comprises multifactorial elements, such as content of instruction, learning outcomes, type of curriculum, teaching methods, and strategies, learning facilities, teachers’ competencies, behavior and guidance; and peer support, that influence student motivation and ability to learn [2]. Social tolerance has been identified as a contributing factor to the psychological well-being of learners, which in turn determines the success of learning in a professional and intercultural educational environment [6]. Social-psychological indices have been imparted as one of the educational environment factors that should be continually monitored to ensure provision of a positive educational environment [7]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
