Shehnaz Syed Ilyas, Arifulla Mohamed, Sreedharan Jayadevan, Gomathi Kadayam Guruswami
Department of Pharmacology, Faculty of Medicine, Annamalai University, Chidambaram, Tamil Nadu, India.
Gulf Medical University, Ajman, United Arab Emirates.
Educ Health (Abingdon). 2017 Jan-Apr;30(1):68-74. doi: 10.4103/1357-6283.210500.
Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE.
The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test.
Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences.
The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.
教师是课程实施的主要利益相关者，只有在有利于学习的教育环境中才能期望取得积极的学生学习成果。教师所体验到的教育环境包括影响教学活动的所有条件。由于教师的教育环境会间接影响学生的教育环境，评估教师对教育环境的看法可以凸显影响学生学习的问题。这些看法也可以作为确定教师发展需求的宝贵工具。在本研究中，我们使用教师对医学教育环境的评估（AMEET）量表作为工具来评估医学教师对教育环境的看法。
AMEET量表用于评估阿联酋阿治曼海湾医学院教授本科生的教师对教育环境各个领域的看法。使用Wilcoxon秩和检验比较各组之间的总分、领域分和单项陈述得分的中位数。
教学活动、学习氛围、协作氛围和职业自我认知被确定为教育环境的优势，而分配给各种教学活动的时间、学生的准备情况、学生的压力水平、医院的学习氛围以及对压力大的教师的支持系统是需要改进的方面。发现基础医学课程教师的得分显著高于临床课程教师。
尽管突出了一些值得关注的领域，但该医学院的教师普遍认为教育环境是积极的。从教师角度来看教育环境的优势和劣势为课程规划者提供了重要反馈，可用于改善教师的工作环境，并为未来计划的教师发展项目提供更好的方向和重点。
