281
Views
10
CrossRef citations to date
0
Altmetric
Commentary

New resources for measuring educational environment

Pages 291-293 | Published online: 03 Jul 2009

References

  • BEAGAN, B.L. (2003) 'Is this worth getting into a big fuss over?' Everyday racism in medical school, Medical Education, 37, pp. 852-860. BING-YOU, R.G. & GREENBERG, L.W. (1990) Training residents in clinical teaching skills: a resident-managed program, Medical Teacher, 12, pp. 305–309.
  • BLOUNT, B.W. & Joussastr, G. (1996) Perceptions of teaching behaviours by primary care and non-primary care residents, Academic Medicine, 71, pp. 1247–1249.
  • CASSAR, K. (2004) Development of an instrument to measure the surgical operating theatre learning environment as perceived by basic surgical trainees, Medical Teacher, 26, pp. 260–264.
  • CLEAVE-HOGG, D. & BENEDICT, C. (1997) Characteristics of good anaesthesia teachers, Canadian Journal of Anaesthesia, 44, pp. 577–581. COPELAND, H.L. & HEWSON, M.G. (2000) Developing and testing an instrument to measure the effectiveness of clinical teaching in an academic medical center, Academic Medicine, 75, pp. 161–166.
  • DE OLIVEIRA FILHO, G.T. & SCHONHORST, L. (2005) Problem-based learning implementation in an intensive course of anaesthesiology: a preliminary report on residents' cognitive performance and perceptions of the educational environment. Medical Teacher, 27, pp. 382–384.
  • DE OLIVEIRA FILHO, G.T., EDSON VIEIRA, J. & SCHONHORST, L. (2005) Psychometric properties of the Dundee Ready Educational Environ-ment Measure (DREEM) applied to medical residents. Medical Teacher, 27, pp. 343–347.
  • FALLON, S.M., CROEN, L.G. & SHELOV, S.P. (1987) Teachers' and students' ratings of clinical teaching and teachers' opinions on use of student evaluations, Journal of Medical Education, 62, pp. 435–438. GJERDE, C.L. & COBLE, R.J. (1994) Resident and faculty perceptions of effective clinical teaching in family practice, Journal of Family Practice, 26, pp. 569–570.
  • GOLDACRE, M.J., DAVIDSON, J.M. & LAMBERT, T.W. (2004) Country of training and ethnic origin of UK doctors: database and survey studies, BAV, DOI:101136/bmj.38202.364271.BE (published 3 September 2004).
  • HARTH, S.C., BAVANANDAN, S., THOMAS, K.E., LAI, M.Y. & THONG, Y.H. (1992) The quality of student-tutor interactions in the clinical learning environment, Medical Education, 26, pp. 321–326.
  • Hicks, B. (2003) How can a deanery win the battle against bullying? BM,7,326, p. S129.
  • Hicks, L., Yr.; Y., ROBERTSON, D. & WOODROW, S.I. (2001) Understanding the clinical dilemmas that shape medical students' ethical development: questionnaire survey and focus group study, BM/ 322, pp. 709–710.
  • HOFF, T.J., PHot, H. & BARTFIELD, J. (2004) Creating a learning environment to produce competent residents: the roles of culture and context, Academic Medicine, 79, pp. 532–540.
  • HOLT, M.G. (2002) Development and validation of the Anaesthetic Trainee Theatre Educational Environment Measure (ATEEM), Masters in Medical Education Thesis, Centre for Medical Education, University of Dundee, 2002; poster abstract in European Journal of Anaesthesia (2003), 20\(Supp 30), p. 195.
  • HOLT, M.G. & ROFF, S. (2004) Development and validation of the Anaesthetic Theatre Educational Environment Measure (ATEEM), Medical Teacher, 26, pp. 553–558.
  • HUTCHINSON, L. (2003) ABC of learning and teaching: educational environment, B/t4j, 326, pp. 810–812.
  • IRBY, D. & RAKESTRAW, P. (1981) Evaluating clinical teaching in medicine, journal of Medical Education, 56, pp. 181–186.
  • IRBY, D.M. (1978) Clinical teacher effectiveness in medicine, Journal of Medical Education, 53, pp. 808–815.
  • IRBY, D.M. (1994) What clinical teachers in medicine need to know, Academic Medicine, 69, pp. 333–342. key, D.M., FILLMORE, G.M. & RAMSEY, P.G. (1987) Factors affecting ratings of clinical teachers by medical students and residents, Journal of Medical Education, 62, pp. 1–7.
  • IRBY, D.M., RAMSEY, P.G., GILLMORE, G.M. & SCHAAD, D. (1991) Characteristics of effective clinical teachers of ambulatory care medicine, Academic Medicine, 66, pp. 54–5.
  • JIRRRY, M.T.M., MCALEER, S., FERNANDO, S. & MARASINGHE, R.B. (2005) Using the DREEM questionnaire to gather baseline information on an evolving Medical School in Sri Lanka. Medical Teacher, 27, pp. 348–352.
  • JOUSSARSTR, J.G. & BLOUNT, B.W. (1997) Family practice house officer perceptions of faculty teaching behaviours. Military Medicine, 162, pp. 729–733.
  • KErtz, S.A., HOLLAND, G.J., MELANDER, E.H., BOSWORTH, H.B. & PINCUS, S.H. (2003) The veterans affairs' learners' perceptions survey: the foundation for educational quality improvement, Academic Medicine, 78, pp. 910–917.
  • LEMPP, H., COCHRANE, M., SEABROOK, M. & REES, J. (2004) Impact of educational preparation on medical students in transition from final year to PRHO year: a qualitative evaluation of final year training following the introduction of a new Year 5 curriculum in a London medical school, Medical Teacher, 26, pp. 276–278.
  • LTTZELMAN, D.K., WESTMORELAND, G.R., SKEFF, K.M. & STRATOS, G.A. (1999) Factorial validation of an educational framework using residents' evaluations of clinician-educators, Academic Medicine, 74\(Suppl 10), pp. S25—S27.
  • McMaisrus, I.C. & SrrosTox, K.A. (2000) Women in hospital medicine in the United Kingdom: glass ceiling, preference, prejudice or cohort effect? Journal of Epidemiology & Community Health, 54, pp. 10–16. MULROONEY, A. (2005) Development of an instrument to measure the practice vocational training environment in Ireland, Medical Teacher, 27, pp. 338–342.
  • PAIGE, E., AITKEN, M., HOUGHTON, A. & FIRTH-COZENS, J. (2004) Bullying among doctors in training: cross sectional questionnaire survey. BM,7,329, pp. 658–659.
  • PAIGE, E., HEARD, S. & Moss, F. (2003) How important are role models in making good doctors? BAV, 325, pp. 707–710.
  • PATEL, V.L. & DAUPHINEE, W.D. (1985) The clinical learning environ-ments in medicine, paediatrics and surgery clerkships. Medical Education, 19, pp. 54–60.
  • PRICE, D.A. & MITCHELL, C.A. (1993) A model for clinical teaching and learning, Medical Education, 27, pp. 62–68.
  • PRIMPARYON, P., ROFF, S., MCALEER, S., POONCHAI, B. & PEMBA, S. (2000) Educational environment, student approaches to learning and academic achievement in a Thai nursing school, Medical Teacher, 22, pp. 359–365.
  • Qustr, L. (2002) Workplace bullying in junior doctors: questionnaire survey. B/t4j, 324, pp. 878–879.
  • Qustr, L. (2003) Workplace bullying, psychological distress and job satisfaction among junior doctors, Cambridge Quarterly Healthcare Ethics, 12, pp. 91–101.
  • Ramsrorrom-Luarr, M.T., GILLMORE, G.M., IRBY, D.M. & RAMSEY, P.G. (1994) Evaluation of clinical teaching by general internal medicine faculty in outpatient and inpatient settings, Academic Medicine, 69, pp. 152–154.
  • ROFF, S. & MCALEER, S. (2001) Development and validation of an instrument to measure education environment and climate in the Scottish PRHO year. Scottish Council for Postgraduate Medical and Dental Education Workshop on Education Development and Research. St Andrews, Scotland, February 2001.
  • ROFF, S., MCALEER, S., HARDEN, RM., AL-QAHTANI, M., AHMED, A.U., DEZA, H., GROENEN, G. & PIUMPARYON, P. (1997) Development and validation of the Dundee Ready Education Environment Measure (DREEM). Medical Teacher, 19, pp. 295–299.
  • ROFF, S., MCALEER, S., IFERE, 0.S., & BHATTACHARYA, S. (2001) A global diagnostic tool for measuring educational environment: comparing Nigeria and Nepal, Medical Teacher, 23, pp. 378–382.
  • ROFF, S., MCALEER, S., & SKINNER, A. (2005) Development and validation of an instrument to measure the postgraduate clinical learning and teaching environment for hospital-based doctors in the UK, Medical Teacher, 27, pp. 326–331.
  • ROTEM, A., BLOOMFIELD, L. & SountoN, G. (1996) The clinical learning environment. Israel Journal of Medical Science, 32, pp. 705–710. ROTEM, A., Gorwry, P. & Du, J. (1995) Learning in hospital settings, Teaching and Learning in Medicine, 7, pp. 211–217.
  • ROTENBERG, B.W., WOODHOUSE, R.A., GILBART, M. & HurcHisoN, C.R. (2000) A needs assessment of surgical residents as teachers, Canadian Journal of Surgery, 43, pp. 295–300.
  • ScHum, T.R. & YINDRA, K.J. (1996) Relationship between systematic feedback to faculty and ratings of clinical teaching, Academic Medicine, 71, pp. 1100–1102.
  • SHOHAM, S. & SHENKMAN, L. (2005) DREEM on: lessons learned for a new curriculum, Medical Teacher, 27, p. 385.
  • SHYSH, A.J. & EAGLE, C.J. (1997) The characteristics of excellent clinical teachers, Canadian Journal of Anaesthesia, 44, pp. 577–581.
  • Sllstox, D. (2003) Racism rife in the medical profession, BMA report says. BM,7,326, p. 1418.
  • SKEFF, KM. & MurHA, S. (1998) Role models—guiding the future of medicine, New England Journal of Medicine, 339, pp. 2015–2017. SKINNER, A.M. (2002) Development, validation and application of a questionnaire to study the perceived learning environment of hospital based junior doctors in training. Masters of Medical Education Thesis, Centre for Medical Education, University of Dundee.
  • SPENCER, J. (2003) ABC of learning and teaching in medicine. Learning and teaching in the clinical environment. B/M, 326, pp. 591-594. TILL, H. (2005) Climate studies: can students' perceptions of the ideal educational environment be of use for institutional planning and resource utilization? Medical Teacher, 27, pp. 332–337.
  • WOLVERTON, S.E. & BOSWORTH, M.F. (1985) A survey of resident perceptions of effective teaching behaviours, Family Medicine, 17, pp. 106–108.
  • WRIGHT, S.M., KERN, D.E., KOLODNER, K., HOWARD, D.M. & BRANCATI, F.L. (1998) Attributes of excellent attending-physician role models, New England Journal of Medicine, 339, pp. 1986–1993. XU, G., WOLFSON, P., ROBESON, M., RODGERS, J.F., VELOSKI, J.J. & BIUGHAM, T.P. (1998) Students' satisfaction and perceptions of attending physicians' and residents' teaching role, American Journal of Surgery, 176, pp. 46–48.
  • ZAINI, R. (2005) The use of DREEM as a curriculum needs analysis tool, Medical Teacher, 27, p. 385.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.