Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching
A mediational analysis
Bibliographic Data
| ID | 15328506 |
|---|---|
| Authors | Qian Hui Chew (0000-0003-0969-7994, Institute of Mental Health), Eelin Tan (0000-0002-9521-2190, KK Women's and Children's Hospital), Min Yi Sum (0000-0002-5491-6335, Institute of Mental Health), Kang Sim (0000-0003-3209-9626, Institute of Mental Health, corresponding author) |
| Year | 2021 |
| Volume | 26 |
| Issue | 1 |
| Pages | 1998944-1998944 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2021.1998944 |
| PMID | 34720060 |
| OpenAlex | W3208633482 |
| Language | EN |
| References cited | 35 |
Amongst medical undergraduates, the perception of educational environment (EE) has been associated with academic achievement and positive attitude toward the course. Nonetheless, there are sparse data on how it influences various learning processes and outcomes especially within psychiatry training. Consistent with situativity and self-determination learning theories, we hypothesized that a positive perception of the EE within psychiatry postings will be beneficial for the learning process, specifically pertaining to greater motivation to learn, better engagement, allowing them to feel more equipped, and greater appreciation of the subject. The DREEM (Dundee Ready Education Environment Measure) was administered to fourth-year medical undergraduate students from the Yong Loo Lin School of Medicine, Singapore, undergoing psychiatry rotations from 2015 to 2019. The students also completed five additional items evaluating the specific learning processes (motivation to learn, engagement, equipping, and appreciation of the subject) and overall rating of the posting. We examined the relationship between DREEM domains and learning processes using correlation analysis. We explored learning processes as mediators of the relationship between total DREEM scores and overall rating of the posting. Altogether, 1343 (response rate 89.5%) medical undergraduates participated in the study. The overall DREEM score was 157.01 ± 15.86. Overall DREEM and subdomain scores were significantly correlated with several learning processes (r = 0.354 to 0.558, all p < .001). Motivation and engagement were significant mediators of the relationship between total DREEM scores and overall rating of the psychiatry posting. Our results highlighted that a positive perception of EE was associated with the specific learning processes that mediated the overall rating of the posting. In the context of relevant learning theories and our study findings, improvement of the EE within undergraduate psychiatry training can potentially enhance overall learning experience through better motivation and engagement of our learners
Medical education · Medical school · Perception · Subject (documents · Clinical Psychology · Evaluation of Teaching Practices · Innovations in Medical Education · Learning Styles and Cognitive Differences · Medicine · Psychology
Autonomy and Need Satisfaction in Close Relationships
Pedagogies of Engagement
Toward a Theory of Instruction
Situated Cognition and the Culture of Learning
Towards more powerful learning environments through combining the perspectives of designers, teachers, and students
University Students' Perceptions of the Learning Environment and Academic Outcomes
| Citation velocity | historical |
|---|---|
| Highly cited | No |