Learning Environment Assessment of Clinical Students at National Taiwan University

Abstract

Purpose: The medical school learning environment (LE) encompasses the formal, informal, and hidden curriculum, as well as the social context. This paper presents the first LE assessment study in Taiwan using two LE assessment tools: the Dundee Ready Education Environment Measure (DREEM), the most widely-used tool, and the Johns Hopkins Learning Environment Scale (JHLES), a new scale developed in the United States. Method: In the fall of 2013, all sixth year medical students at National Taiwan University School of Medicine (NTUSOM) were given surveys that included the 50-item DREEM, 28-item JHLES, and 3 single-item global assessment variables. Analysis included descriptive statistics, correlation coefficients between the two LE surveys and global assessment variables, and Cronbach's alpha of each instrument. Results: Completed surveys were collected from 99/151 (65.6%) students. Average total score for DREEM and JHLES was 119.3 (SD 18.6) and 91.9 (SD 12.6), respectively. On the DREEM, the ＂teachers＂ domain was rated highest; ＂teaching＂ domain received the lowest rating. On the JHLES, the ＂physical space＂ domain was most positively rated; the ＂mentorship＂ domain was rated lowest. DREEM and JHLES totals were strongly correlated with each other (r = 0.74) and with overall perception of the LE (r = 0.59 for both). Cronbach's alphas were acceptable for both scale totals and most domains. Conclusion: Our study highlighted the strength of the faculty as perceived by students at NTUSOM. Teaching methods, mentorship, and student support were identified as areas needing improvement. DREEM and JHLES were highly correlated with one another and with distinct global assessment variables, inviting their use in future LE assessment in Taiwanese medical schools.