Pololi Linda H, Evans Arthur T, Nickell Leslie, Reboli Annette C, Coplit Lisa D, Stuber Margaret L, Vasiliou Vasilia, Civian Janet T, Brennan Robert T
Brandeis University, Waltham, MA, USA.
Weill Cornell Medical College, New York, NY, USA.
Acad Psychiatry. 2017 Jun;41(3):354-359. doi: 10.1007/s40596-016-0620-1. Epub 2016 Nov 10.
A practical, reliable, and valid instrument is needed to measure the impact of the learning environment on medical students' well-being and educational experience and to meet medical school accreditation requirements.
From 2012 to 2015, medical students were surveyed at the end of their first, second, and third year of studies at four medical schools. The survey assessed students' perceptions of the following nine dimensions of the school culture: vitality, self-efficacy, institutional support, relationships/inclusion, values alignment, ethical/moral distress, work-life integration, gender equity, and ethnic minority equity. The internal reliability of each of the nine dimensions was measured. Construct validity was evaluated by assessing relationships predicted by our conceptual model and prior research. Assessment was made of whether the measurements were sensitive to differences over time and across institutions.
Six hundred and eighty-six students completed the survey (49 % women; 9 % underrepresented minorities), with a response rate of 89 % (range over the student cohorts 72-100 %). Internal consistency of each dimension was high (Cronbach's α 0.71-0.86). The instrument was able to detect significant differences in the learning environment across institutions and over time. Construct validity was supported by demonstrating several relationships predicted by our conceptual model.
The C-Change Medical Student Survey is a practical, reliable, and valid instrument for assessing the learning environment of medical students. Because it is sensitive to changes over time and differences across institution, results could potentially be used to facilitate and monitor improvements in the learning environment of medical students.
需要一种实用、可靠且有效的工具来衡量学习环境对医学生幸福感和教育体验的影响，并满足医学院校认证要求。
2012年至2015年期间，对四所医学院校一年级、二年级和三年级学业结束时的医学生进行了调查。该调查评估了学生对学校文化以下九个维度的看法：活力、自我效能感、机构支持、人际关系/包容度、价值观契合度、道德/伦理困扰、工作与生活平衡、性别平等以及少数族裔平等。对九个维度各自的内部可靠性进行了测量。通过评估我们的概念模型和先前研究预测的关系来评价结构效度。评估了测量结果是否对不同时间和不同机构之间的差异敏感。
686名学生完成了调查（49%为女性；9%为代表性不足的少数族裔），回复率为89%（各学生群体的回复率范围为72%-100%）。每个维度的内部一致性都很高（Cronbach's α为0.71-0.86）。该工具能够检测出不同机构和不同时间学习环境中的显著差异。通过证明我们概念模型预测的几种关系，支持了结构效度。
C-Change医学生调查是一种用于评估医学生学习环境的实用、可靠且有效的工具。由于它对时间变化和机构差异敏感，其结果有可能用于促进和监测医学生学习环境的改善。
