Learning Climate Research Articles

Occupational Well-Being Profiles and Learning Climate as an Organizational Resource: A Latent Transition Analysis

AbstractThe aim of the present longitudinal study was to profile the occupational well-being (burnout, work engagement) of highly educated employees (n=442) at three measurement points: in 2017 (T1), 2019 (T2), and 2021 (T3). We were interested in whether profile transitions would occur during the follow-up, and if so, whether the three dimensions of perceived learning climate (facilitation, appreciation, and error avoidance) predict these transitions, and hence function as an organizational-level resource that could help highly educated employees to sustain or improve their occupational well-being. We identified three profiles at each measurement point: (1) burnout, lowered engagement; (2) average exhaustion, high engagement; and (3) low burnout, very high engagement. Latent Transition Analysis indicated that employees both maintained their profiles and made transitions during the follow-up. The findings for the second study period (T2-T3) showed a somewhat less favorable development of occupational well-being. Multinomial Logistic Regression Analysis revealed that perceived learning climate predicted the T2-T3 but not T1-T2 transitions. We conclude that employee well-being can simultaneously comprise both positive and negative states. Although the organizational resource perspective gained some support, this tentative evidence also raises the question of whether employees perceive an appreciative learning climate as more stressful than helpful. Overall, the longitudinal relationship of occupational well-being with the dimensions of perceived learning climate warrants further study.

The impact of digital technology training on developing academics’ digital competence in higher education context

PurposeA new normal regarding teaching and learning has been established after COVID-19. The present study aims to examine the effectiveness of digital technology training on developing academics’ digital competence in higher education context. A conceptual model was developed using stimulus–organism–response (SOR) theory. Additionally, this study investigates the mediating effect of transfer of learning and the moderating effect of innovative climate in the relation between trainer capability and academics’ digital competence.Design/methodology/approachIn total, 24 digital technology training sessions were organized. Data were collected from the 24 digital technology training sessions with 384 participants and analyzed using SPSS PROCESS macro.FindingsThe results indicated that digital technology training content and trainer capability were positively associated with academics’ digital competence. Mediation analysis indicated that transfer of learning mediated the relation between trainer capability and digital competence. Moderated mediated analysis revealed that the relationship between trainer capability and transfer of learning is stronger under a higher innovative climate.Originality/valueThis study contributes to the literature by applying the SOR theory in the context of digital technology training, providing a novel theoretical perspective on how digital training influences academics’ digital competencies. The study offers empirical evidence on the underlying process regarding the effect of digital technology training on academics’ digital competence. The findings revealed that transfer of learning as well as innovative climate play important intervening roles in enhancing academics’ digital competence. Higher education institutions can implement policies to promote the transfer of learning and innovative climate, allowing academics to learn innovative digital technology.

The Influence of Using Smart Multiplication Table Learning Media (Takalintar) on the Learning Outcomes of Grade III Elementary School Students

Abstract. Teaching learning activities usually occur between teachers and students. Teachers as learning managers, play a role in creating a comfortable and conducive learning climate. Therefore, as a teacher, you must be able to choose and apply effective learning media to achieve learning goals and be able to attract student learning results. The purpose of this study is to determine the influence of the use of TAKALINTAR learning media on the learning outcomes of students in grade IIIA SD Inpres Kuanino 3. This type of research is quantitative research classified as Quasi Experimental research, using a pretest-posttest- control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments in this study used observation, test and documentation data. The data was analyzed by normality tests, homogeneity and hypothesis tests using t-tests. The results of this study showed that the average score of the pretest-posttest- of the experimental class and the pretest-posttest- of the control class using the t-test, the posttest of the experimental class and the control class was 84.67 > 75.00 with a difference of 1.98 and the pretest of the experimental class and the control class was 50.67 > 51.33. Further through hypothesis testing (Paired Sample T-test) shows that the value of sig. (2-tailed) t-test for Equality of Means of 0.000 < 0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is that there is a significant influence of the use of smart multiplication table (TAKALINTAR) media learning on the learning outcomes of grade IIIA students of SD Inpres Kuanino 3.

Teacher‐Student Rapport: An Essential Mediator in Creating a Learning Climate Conducive to Psychological Well‐Being of Chinese Students

ABSTRACTThe success of students is closely tied to their well‐being and those students with high degrees of well‐being are more likely to excel in academic environments. Accordingly, the internal and external factors that cause positive changes in students' mental states and lead them to higher levels of psychological well‐being (PWB) need to be divulged. In response to this necessity, many scholars have explored the internal and external predictors of students' PWB such as teacher–student rapport (TSR) and learning climate in different educational domains. To narrow these gaps, this research inspects the role of TSR as a mediator in creating a learning climate conducive to PWB of Chinese Students. To do so, three scales were given to 588 Chinese students, among them 560 were valid. Then, structural equation modelling (SEM) was performed to analyse participants' answers. The results disclosed strong and close connections between TSR, learning climate and students' PWB. The results also uncovered that TSR was a significant mediator between learning climate and PWB. The outcomes of this investigation might be illuminating for teachers, teacher trainers and educational managers.

A Workplace Intervention to Strengthen Supervisor Support for Employees With Common Mental Health Problems: A Mixed-Methods Realist Evaluation

The purpose of this study is to obtain insight into whether, how and under which circumstances a novel workplace intervention works. This intervention aims to strengthen the supportive behaviour of Dutch supervisors in promoting the work participation of employees with common mental health problems (CMHPs), provided by occupational health professionals (OHPs). In a mixed-methods realist design, we evaluated changes over time, reasoning that supportive behaviour would be changed through motivation and skills and we explored how mechanisms of change may be triggered by personal, environmental and intervention factors. Compared to baseline (n = 92), self-reported supportive behaviour of supervisors increased post-intervention (n = 65, 3 months) and increased significantly post-follow-up (n = 56, 6 months). A statistically significant regression model (R2 = 0.29) indicated that factors such as increased self-efficacy and skills, being assessed as supervisor on sick leave numbers, previous collaboration between OHP and supervisor, and having dealt with CMHP before were positively related to the changes in supervisors’ supportive behaviour. According to supervisors, working mechanisms on the interpersonal level were the OHPs’ expertise and trust and the co-supervisors collective efficacy. On the individual level, mechanisms were self-efficacy, willing to improve and skills to act. Enabling circumstances to trigger those mechanisms were being given time and structural, low-key access to OHP expertise, in a safe learning climate. This preventive, multifaceted, action-oriented workplace intervention had a positive impact on supervisor support in promoting work participation among employees with CMHP. These findings may encourage employers to invest in supervisors’ capacity, thereby enabling employees with CMHP to keep working and perform well in their jobs.

Implementing and evaluating the School-Wide Positive Behaviour Support (SWPBS) model in Norwegian primary schools

ABSTRACT The Norwegian version of the School-Wide Positive Behaviour Support (SWPBS) model was tested in two quasi-experimental evaluation studies with 65 primary schools (grade 4–7). The impact of the N-PALS model on externalising behaviour and learning climate in class was tested at 28 elementary schools that implemented the full-scale model, while 17 schools implemented a short version with emphasis on the universal level, and 20 schools served as controls with regular practice. After 3 years, the staff at the schools implementing the full model reported significantly fewer behavioural incidents and more use of praise and encouragement compared to the staff at the control schools. And four months after the collective training of staff at schools implementing the universal short version, significantly fewer negative behavioural incidents were reported. School size and implementation quality moderated the outcomes in the two studies. In conclusion, the school-wide intervention model effectively reduced the negative behavioural incidents and improved the learning climate and social relations in the classrooms.

Learning climate and financial incentives: A study on training participation in Dutch organizations

This empirical study investigated the relationship between the learning climate and training participation in Dutch organizations and how subsidies and the sharing of investments in time and costs between employers and employees affect this relationship. Our analyses are based on a survey of a representative sample of 512 organizations with at least five employees in a Dutch region. Respondents replied to five statements to measure the learning climate, while training was measured through participation and intensity. We found that an organization’s learning climate is positively related to participation and intensity of training in terms of hours. However, we observe that the effect of learning climate on the number of hours of training decreases when the employer pays the costs for the training and when the training takes place during working hours. When organizations can use government subsidies, participation in training increases, and the number of hours per participant increases.

The Power of a Smile: Exploring the Connection between Teacher Facial Expressions and ESL Learning

This research was designed to determine the impact of smiling by an ESL teacher on students' learning achievement. Ten males and six females were interviewed using semi-structured interviews. All of them were students of a higher education program in the United Arab Emirates for the study. The findings suggested that a smile is a major part that can lead to better learning outcomes and affirmed the positive psychology theory. In addition, it was ascertained that a smiling teacher leads to positive changes in attitude; learning climate; motivation and involvement; rapport with the subject; reduction in stress; anxiety; fear and anger; and an improvement in trust and respect. Higher learning outcomes may be achieved through any of these ways. This conceptual model is conducive to empirical research study as presented in this research.

Assessing the Inner Setting among Massachusetts Community Health Centers: Opportunities for Multilevel Investigation and Expansion of Influences on Health Equity.

Background Implementation science increasingly aims to improve equity in delivery of evidence-based interventions. It is important to expand the conceptualization of the inner setting, organizations like community health centers where interventions are put into place, accordingly. Taking a comprehensive, partnered approach to measuring the inner setting among a network of community health centers engaged in implementation research ensures assessment of the variability among sites and generates centralized contextual data that can be applied across studies. Methods We conducted a cross-sectional survey among staff (n = 63) from 12 community health centers in Massachusetts engaged in research at the Implementation Science Center for Cancer Control Equity. The survey assessed inner setting constructs from the Consolidated Framework for Implementation Research, including learning climate, leadership engagement, available resources, and implementation demands/stress using validated measures. Additional equity-focused inner setting items included structural characteristics of the work infrastructure and language access services. Descriptive statistics examined differences by staff role and health center. Results Staff rated learning climate (mean = 3.98) and leadership engagement (mean = 3.67) positively, while available resources (mean = 2.78) had the lowest rating, particularly staffing resources. Clinical staff rated the inner context lowest compared to other roles. Most centers provided tuition assistance and all reported supportive human resources benefits for caregiving, while fewer offered formal mentorship or affinity groups. Most community health centers reported written materials are routinely provided to patients in languages other than English and interpreter services were most common in Spanish, Vietnamese, and Portuguese. Conclusions This study provides a baseline assessment of the inner setting within Massachusetts community health centers. Periodic follow-up surveys will monitor changes over time. Data can be used in future analyses to explore how inner setting characteristics influence implementation outcomes and impact equitable translation of evidence-based interventions into practice.

School Learning Climate and Teacher Commitment: The Hidden Role of School Administrators’ Sensemaking Skills

School Learning Climate and Teacher Commitment: The Hidden Role of School Administrators’ Sensemaking Skills

Flash flood prediction modeling in the hilly regions of Southeastern Bangladesh: A machine learning attempt on present and future climate scenarios

Flash floods are highly destructive, and their frequency and intensity are expected to escalate due to climatic changes. This study thus investigated flash flood susceptibility (FFS) by applying machine learning algorithms and climate projection to predict both present and future hazard scenarios in the southeastern hilly regions of Bangladesh. To predict FFS, we evaluated twelve flood-influencing variables: elevation (EL), slope (SL), aspect (AS), drainage density (DD), distance to stream (DS), topography roughness index (TRI), stream power index (SPI), topographic wetness index (TWI), soil permeability (SP), precipitation (PR), land use and land cover (LULC) and normalized difference vegetation index (NDVI). Earth observation data, field surveys, and past flood records were used to create a detailed flood inventory. Among the machine learning models tested, the random forest (RF) algorithm outperformed others, including support vector machine (SVC), logistic regression (LR), and extreme gradient boosting (XGBoost), and was subsequently used for flood susceptibility mapping based on future precipitation projections under two Sixth Coupled model intercomparison project (CMIP6) climate change scenarios: SSP1-2.6 and SSP5-8.5. Our findings indicated that the areas at high to very high risk of flooding are projected to increase significantly under both the SSP1-2.6 and SSP5-8.5 scenarios. Initially, around 38 % of the studied region had high to very high flood susceptibility, but this is expected to rise to 40–42 % over the projected time periods. These spatial delineations of flood-prone areas can provide guidance for developing effective mitigation and adaptation strategies to address the adverse impacts of flash flooding in the hilly river basins of Bangladesh.

Involving Nurses in Participatory Action Research: Facilitators and Barriers

Involving nurses in research and quality improvement is desirable because nurses are often aware of weaknesses in care or organizational processes. In participatory action research (PAR), practitioners are encouraged to identify problems they encounter and, together with the researcher, develop strategies to solve these problems. This study aimed to evaluate the process of involving nurses in PAR, as well as learn what hampers and facilitates collaboration between the nursing team and the researcher and facilitator. Data collected during a 2.5-year PAR process with a nursing team (15–18 participants) on a geriatric rehabilitation ward was deductively analyzed using seven quality criteria (collaboration, prudent handling of assumptions, accountability, participation, reflection, knowledge sources, and transparency). This study describes how reflection and collective learning as core processes of PAR were facilitated using complementary knowledge sources (theoretical models, knowledge based on practical experiences, and results of empirical research collected during the PAR). The study uncovered that providing the time and setting for reflection and collective learning enables a nursing team to be actively involved in PAR: it helps them diagnose their current practice, plan ahead, and critically experiment with actions. Additionally, a positive learning climate is a prerequisite for this process. However, without a strong link between quality policy and consequent facilitation of participation through earmarked time, these efforts might not lead to sustainable changes. A more permanent link between PAR initiatives and organizational ambitions regarding quality of care is recommended.

Exploring influencing factors to clinical leadership development: a qualitative study with healthcare professionals in Flemish nursing homes

BackgroundNursing homes face a critical need for competent healthcare professionals to deliver high-quality care. Focusing on clinical leadership is crucial for equipping healthcare professionals with the skills necessary to manage complex care needs, collaborate effectively within multidisciplinary teams, and improve care quality in nursing homes. Developing clinical leadership fosters professional growth and enhances healthcare professionals’ ability to tackle the challenges unique to the nursing home environment. However, the concept of clinical leadership in nursing homes remains poorly defined and investigated. This study aimed to explore and define influencing factors for the development of clinical leadership within healthcare professionals in nursing homes.MethodsA qualitative study was conducted in Flanders, Belgium, using semi-structured focus group interviews (n = 5) with healthcare professionals (n = 41), including nurse assistants, licensed practical nurses, registered nurses, occupational therapists, recreational therapists, psychologists, and gerontologists. Interviews were audio-taped, transcribed, analysed and interpretated by using a thematic analysis based on descriptive phenomenology.ResultsClinical leadership development within healthcare professionals’ hinges on four pivotal themes: (1) Cultivating an empowering working environment that fosters open feedback, encourages peer learning, and champions a stimulating learning climate. (2) Nurturing a supportive leadership style in formal leaders that exemplifies role modeling, accessibility, and a coaching approach. (3) Elevating well-developed professional identity through targeted training, experience, and a talent-oriented work approach. (4) Fostering team dynamics marked by commitment, collaboration, support, and trust.ConclusionsThe study’s findings on the influencing factors for clinical leadership development should be actively applied in nursing homes and guide the creation of targeted training programs and leadership development initiatives. Awareness of these factors are crucial to optimise and to support the development and implementation of clinical leadership in nursing homes in an attempt to reduce the workforce shortages.

Sense of Belonging Among Medical Students, Residents, and Fellows: Associations With Burnout, Recruitment Retention, and Learning Environment.

This study examines sense of belonging (belongingness) in a large population of medical students, residents, and fellows and associations with learner burnout, organizational recruitment retention indicators, and potentially modifiable learning environment factors. All medical students, residents, and fellows at Mayo Clinic sites were surveyed between October and November 2020 with items measuring sense of belonging in 3 contexts (school or program, organization, and surrounding community), burnout (2 Maslach Burnout Inventory items), recruitment retention indicators (likelihood of recommending the organization and accepting a job offer), potentially modifiable learning environment factors, and demographic factors (age, gender, race and ethnicity, LGBTQ+ identification, disability, and socioeconomic background). Of 2,257 learners surveyed, 1,261 (56%) responded. The number of learners reporting a somewhat or very strong sense of belonging was highest in the school or program (994 of 1,227 [81%]) followed by the organization (957 of 1,222 [78%]) and surrounding community (728 of 1,203 [61%]). In adjusted analyses, learners with very strong organization belongingness had lower odds of burnout (odds ratio [OR], 0.05; 95% CI, 0.02-0.12) and higher odds of being likely to recommend the organization (OR, 505.23; 95% CI, 121.54-2,100.18) and accept a job offer (OR, 38.68; 95% CI, 15.72-95.15; all P < .001). School or program and community belongingness were also strongly associated with these outcomes. In multivariable analyses, social support remained associated with higher odds of belongingness in school or program, organization, and surrounding community, favorable ratings of faculty relationships and leadership representation with higher odds of school or program and organization belongingness, and favorable ratings of diversity, equity, and inclusion learning climate with higher odds of community belongingness. Belongingness among medical students, residents, and fellows varies across contexts, strongly correlates with learner burnout and organizational recruitment retention indicators, and is associated with multiple potentially modifiable learning environment factors.

Applying the Panarchy Framework to Examining Post-Pandemic Adaptation in the Undergraduate Medical Education Environment: A Qualitative Study

Phenomenon: The COVID-19 pandemic necessitated an abrupt shift to online medical education, disrupting learning across knowledge, skills, and social connections. Post-pandemic, medical schools must evaluate how these disruptions shaped student experiences to optimize the return to in-person learning. Approach: This cross-sectional qualitative study explored medical students’ perceptions of their learning environment during the post-pandemic reintegration period in Oman. Fifty-four preclinical and clinical students participated in six focus group interviews. Content analysis identified key topics characterizing students’ perceptions of change and change processes in the post-pandemic learning environment. The panarchy framework, developed to characterize complex adaptive systems in nature, was used to frame the results. Findings: The return to in-person environments presented a mix of renewed connectivity, involving collaborative benefits alongside transitional adjustment strains. Five major topics characterizing student perceptions of change and change processes in their post-pandemic learning environment were identified: learning skills, developing clinical competence, faculty interactions, physical atmosphere, and social connections. Managing academic schedules and cognitive load as the learning environment opened challenged students’ learning skills. Learners valued a renewed opportunity for interactive application of knowledge through collaboration, patient contact, and empathy skill-building to feel prepared for future practice. Returning to in-person instruction renewed a sense of community and peer support networks disrupted by pandemic isolation. Some students continued to struggle with study-life imbalance and felt ill-equipped to handle post-pandemic demands. Improved access to student support and wellness services was emphasized to ease transitional stresses. Students defined an ideal learning climate as supportive, active, personalized, relevant, challenging, accessible, and collaborative. Insights: While pandemic disruptions posed challenges, they provide opportunities to strengthen the educational system’s resilience moving forward. Our findings highlight an opportunity for medical educators and learners to capitalize on the innovations that emerged during this period, integrating technology with interactive learning activities and reconnecting students with the core values of the medical profession. Applying the panarchy framework to frame this adaptive process could enable the tracking of multi-level interactions within the medical education environment and the evaluation of interventions targeted at identified areas of concern. Further exploration to achieve complete mapping of specific environmental domains onto the panarchical cycles merits future investigation to build integrated resilience frameworks.

The impact of school- and teacher-related factors on teachers’ professional learning

ABSTRACT This study aimed to investigate the effects of school- and teacher-related factors on teachers’ professional learning. A quantitative cross-sectional survey design was employed using the data collected from 810 teachers in Türkiye. Path analysis was used to examine the structural relationships among variables, including instructional leadership, learning climate, teacher self-efficacy, teacher enthusiasm, teachers’ attitudes towards professional development and teacher professional learning. Results validated a mediation model in which instructional leadership had direct and indirect effects on teacher professional learning. Results showed that the instructional leadership practices of school principals foster a positive learning climate that enhances teachers’ self-efficacy, enthusiasm, and attitudes, ultimately supporting their professional learning. Drawing on evidence from a non-Western educational context, this study contributes to the international knowledge base by demonstrating the effects of both school- and teacher-related factors on teachers’ engagement in professional learning.

Unravelling green innovative behavior in pilgrimage tourism: the role of learning climate and green self-efficacy

This study assesses the impact of spiritual adherence on green innovative behavior in pilgrimage tourism contexts. From the notion of COR (conservation of resource) theory, the research examines how green self-efficacy and learning climate influence the relationship between spiritual adherence and green innovative behavior. The researcher gathered data from 362 pilgrims and then conducted a mediation and mediation–moderation path analysis as part of a two-step structural equation modeling approach. The results showed that spiritual adherence positively influenced green innovative behavior, and the association was partially mediated by green self-efficacy and moderated by perceived learning climate. To explain the tested hypotheses, this study used semi-structured interviews and media sources to supplement the quantitative results and further explore pilgrims’ experience with and engagement in green innovative behavior. This study extends our comprehension that how spirituality promotes green innovative behavior, thus contributing to the limited research on sustainability issues in emerging economies and tourism markets, including those in Africa. Lastly, this study offers implications for theory and practice and directions for future research.

Relationship between the inner setting of CFIR and the delivery of the Healthy School Recognized Campus initiative: a mixed-methods analysis

IntroductionHealthy School Recognized Campus (HSRC) is a Texas A&M AgriLife Extension initiative that promotes the delivery of multiple evidence-based physical activity and nutrition programs in schools. Simultaneous delivery of programs as part of HSRC can result in critical implementation challenges. The study examines how the inner setting constructs from the Consolidated Framework for Implementation Research (CFIR) impact HSRC program delivery.MethodsWe surveyed (n = 26) and interviewed (n = 20) HSRC implementers (n = 28) to identify CFIR inner setting constructs related to program acceptability, appropriateness, and feasibility. Using a concurrent mixed-methods design, we coded interviews using the CFIR codebook, administered an inner setting survey, tested for relationships between constructs and implementation outcomes via chi-square tests, and compared quantitative and qualitative results.ResultsStakeholders at schools that implemented one program vs. more than one program reported no differences in acceptability, appropriateness, or feasibility outcomes (p > .05); however, there was a substantial difference in reported program minutes (1118.4 ± 951.5 vs. 2674.5 ± 1940.8; p = .036). Available resources and leadership engagement were related to HSRC acceptability (r = .41; p = .038 and r = .48; p = .012, respectively) and appropriateness (r = .39; p = .046 and r = 0.63; p = .001, respectively). Qualitative analyses revealed that tangible resources (e.g., curriculum, a garden) enabled implementation, whereas intangible resources (e.g., lack of time) hindered implementation. Participants also stressed the value of buy-in from many different stakeholders. Quantitative results revealed that implementation climate was related to HSRC acceptability (r = .46; p = .018), appropriateness (r = .50; p = .009), and feasibility (r = .55; p = .004). Learning climate was related to HSRC appropriateness (r = .50; p = .009). However, qualitative assessment of implementation climate subconstructs showed mixed perspectives about their relationship with implementation, possibly due to differences in the compatibility/priority of different programs following COVID-19. Networks/communication analysis showed that schools have inner and outer circles of communication that can either benefit or hinder implementation.ConclusionFew differences were found by the number of programs delivered. Implementation climate (i.e., compatibility, priority) and readiness for implementation (i.e., resources and leadership engagement) were important to HSRC implementation. Strategies that focus on reducing time-related burdens and engaging stakeholders may support HSRC’s delivery. Other constructs (e.g., communication, access to knowledge) may be important to the implementation of HSRC but need further exploration.

Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study

BackgroundEducation is an important part of the work of most doctors. Clinical preceptors act as role models and supervisors. Preceptors’ quality of supervision strongly influences the learning quality of clinical interns (Bartlett et al. BMC Med Educ 20:165, 2020). To ensure a consistent approach to every preceptorship experience, the competency of clinical preceptors should be assessed to ensure that the desired outcomes are achieved. This study aims to evaluate clinical preceptors’ competency in learner-centered teaching, to provide constructive feedback to develop the preceptors’ competency and improve supervisory skills and internship quality at Kunming Medical University (KMU) in Kunming of China.MethodsThis is a cross-sectional study with a quantitative self-administered online questionnaire. The convenience sampling technique was employed. In the undergraduate internship stage of KMU, clinical preceptors (N = 340) and interns (N = 487) were invited to use the augmented Stanford Faculty Development Program questionnaire (SFDPQ) (Stalmeijer et al. Med Teach 30:e272–e277, 2008), to (self-) assess the preceptor’s competency of learner-centered teaching on a five-point scale (1 = strongly disagree, 5 = strongly agree).ResultsTwo hundred twenty-eight preceptors and two hundred thirty-six interns completed the questionnaire correctly. Overall, the assessment was positive, but the preceptors’ self-assessment significantly higher than the interns’ (p < 0.00). The overall mean of each category of preceptors’ self-assessment was greater than 4.5, with no difference based on educational qualification. Male preceptors scored significantly higher in two categories than female preceptors. Preceptors under 30 years of age with less than 5 years of teaching experience rated “Teacher’s knowledge and attitude” lower than those over 40 years of age with more than 5 years of experience (p < 0.05). There were statistically significant differences in the four categories across disciplines (p < 0.05). Undergraduate interns rated “Teachers’ knowledge” as the highest category and “Learning climate” as the lowest, and interns of different genders are evaluated without distinction in all categories of SFDPQ.ConclusionsEmploying the augmented SFDPQ to evaluate learner-centered teaching competency of clinical preceptors, offers potentially useful information for delivering constructive feedback. Combining self-evaluations with learner evaluation data can contribute to exploring preceptor competency development framework to guide them in targeted learner-centered teaching skill and acquisition and improvement, finally improving the overall quality of internships.

Comparing the Learning Climate of Al-Makmun's Era and the Indonesian Education System Today

This article is written with the aim of knowing and understanding the comparison of the learning climate during the reign of Al-Makmun and the Indonesian education system today. Al-Makmun with his various policies on education could build a conducive learning climate so as to develop science and make that period into the Golden Age of Islam. On the other hand, education in Indonesia today is also in the spotlight. Indonesia's national education system, which has a structured system and regulations from government policies, also has educational goals to educate the nation's generation. With the curriculum applied and the application of educational technology as well as various and educational problems faced such as uneven education, less competent human resources are a challenge for the government. Based on the existing data, it is possible to compare the learning climate in the AL-Makmun era with the education system in Indonesia today through 4 categories, including in terms of educational objectives, teaching methods and curriculum, educational institutions and the use of educational technology. The comparison aims to understand the advantages of each education system both in the era of Al-Makmun and education in Indonesia today.