medigraphic.com
ISSN 0016-3813 (Print)

2014, Number 2

<< Back Next >>

Gac Med Mex 2014; 150 (2)

Correlations between the dimensions of clinical learning environments from the perspective of medical residents

Hamui SA, Flores HF, Gutiérrez BS, Castro RS, Lavalle MC, Vilar PP

Language: Spanish
References: 24
Page: 144-153
PDF size: 91.68 Kb.


ABSTRACT

Objectives: The aim of the present study was to establish correlations between the dimensions of clinical learning environments (ACA) considering variables like: health institutions, hospital offices, specialty, and year of residency. Methods: 4,189 doctors were evaluated through an online survey in 2012. Results: The results revealed that the dimension of “educational processes” correlated best with others; specialties with the best ACA from the view of the medical residents were Internal Medicine and Surgery; and the third year residents had less favorable perceptions of their ACA. Conclusions: The pursuance of the academic program is relevant to physicians in training and teachers play an important role in the educational process.


REFERENCES

  1. Fuller A, Unwin L. Learning as Apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation. J Educ Work. 2003;16(4):407-26.

  2. Roff S, McAleer S, Harden R, et.al. Development and validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach. 1997;19:295-9.

  3. Boor K, Scheele F, Van der Vleuten CPM, Scherpbier AJJ, Teunissen PW, Sijtsma K. Psychometric properties of an instrument to measure clinical learning environments. Med Educ. 2007;41:92-9.

  4. Cassar K. Development of an instrument to measure the surgical operating theatre learning environment as perceived by basic surgical trainees. Med Teach. 2004;26(3):260-4.

  5. Chan D. Development of the Clinical Learning Environment Inventory: using the theoretical framework of learning environments studies to assess nursing students´ perceptions of the hospital as a learning environment. J Nurs Educ. 2002;41(2):69-75.

  6. Holt MC, Roff S. Development and validation of the Anaesthetic Theatre Educational Environment Measure (ATEEM). Med Teach. 2004;26(6): 553-8.

  7. Kanashiro J, McAleer S, Roff S. Assessing the educational environment in the operating room – a measure of resident perception at one Canadian institution. Surgery. 2006;139(2):150-8.

  8. Mulrooney A. Development of an instrument to measure the Practice Vocational Training Environment in Ireland. Med Teach. 2005;27(4): 338-42.

  9. Oliveira GR, Vieira JE, Schonhorst L. Psychometric properties of the Dundee Ready Educational Environment Measure (DREEM) applied to medical residents. Med Teach. 2005;27(4):343-7.

  10. Pololi L, Price J. Validation and use of an instrument to measure the learning environment as perceived by medical students. Teach Learn Med. 2000;12(4):201-7.

  11. Isba R, Boor K. Creating a learning environment. En: Dornan T, Mann K, Scherpbier A, Spencer J, eds. Medical Education. Theory and Practice. Churchill Livingstone, China: Elsevier; 2011. p. 99-114.

  12. Boor K, Scheele F, Van der Vleuten CPM, Teunissen PW, Der Breejen EME, Scherpbier AJJA. How undergraduate clinical learning climates differ: A multi-method case study. Med Educ. 2008;42:1029-36.

  13. Van Der Hem-Stokroos HH, Daelmans HEM, Van Der Vleuten CPM, Haarman JHTHM, Scherpbier AJJA. A qualitative study of constructive clinical learning experiences, Med Teach. 2003;25(2):120-6.

  14. Plan Único de Especializaciones Médicas. División de Estudios de Posgrado, Facultad de Medicina, Universidad Nacional Autónoma de México. Elaborado en 1994, última actualización en 2011. [Internet] Disponible en: http://www.facmed.unam.mx/marco/index.php?dir_ver=90.

  15. Hamui Sutton A, Anzarut Chacalo M, de la Cruz Flores G, Ramírez de la Roche OF, Lavalle Montalvo C, Vilar Puig P. Construcción y validación de un instrumento para evaluar ambientes clínicos de aprendizaje en las especialidades médicas. Gac Med Mex. 2013;149(4):394-405.

  16. Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: A model linking the processes and outcomes of medical students´ workplace learning. Med Educ. 2007;41(1):84-91.

  17. Hamui A, Lavalle C, Díaz A, Gómez DS, Carrasco JA, Vilar P. Las actividades docentes de los profesores clínicos del PUEM desde la perspectiva de sus residentes. Revista de la Facultad de Medicina de la UNAM. 2013;56(5):26-42.

  18. Malling B, Mortensen LS, Scherpbier AJJ, Ringsted C. Educational climate seems unrelated to leadership skills of clinical consultants responsible of postgraduate medical education in clinical departments. BMC Med Educ. 2010;10:62.

  19. Roff S, McAleer S, Skinner, A. Development and validation of an instrument to measure the postgraduate clinical learning and teaching educational environments for hospital-based junior doctors in the UK. Med Teach. 2005;27(4):326-31.

  20. Boor K. The clinical learning climate. Ámsterdam: VU Medical Center; 2009.

  21. Rotem A, Godwin P, Du J. Learning in hospital settings. Teach Learn Med. 1995;7:211-7.

  22. Nagraj S, Wall D, Jones E. The development and validation of the minisurgical theatre educational environment measure. Med Teach. 2007;29(6):e192-7.

  23. Hamui A, Lavalle C, Díaz A, Gómez DS, Carrasco JA, Vilar P. Las actividades académicas en contextos clínicos por especialidades: percepción de los estudiantes. Inv Ed Med. 2013;2(19):25-36. http://riem.facmed. unam.mx/node/15

  24. Hernández I, Hamui L, Navarro AM, Valencia YE. Comunicación médicopaciente en medicina familiar. Facultad de Medicina, UNAM: Editorial Prado; 2013. p. 97.




2020     |     www.medigraphic.com