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Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).

Strand, Pia LU ; Sjöborg, Karolina LU ; Stalmeijer, Renée; Wichmann-Hansen, Gitte; Jakobsson, Ulf LU and Edgren, Gudrun LU (2013) In Medical Teacher 35(12). p.1014-1026
Abstract
Background: There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. Aim: The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Method: Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a... (More)
Background: There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. Aim: The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Method: Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a Swedish medical student population. Results: The final result was a 25-item instrument with two overarching dimensions, experiential learning and social participation, and four subscales that coincided well with theory and empirical findings: Opportunities to learn in and through work & quality of supervision; Preparedness for student entry; Workplace interaction patterns & student inclusion; and Equal treatment. Evidence from various sources supported content validity, construct validity and reliability of the instrument. Conclusion: The Undergraduate Clinical Education Environment Measure represents a valid, reliable and feasible multidimensional instrument for evaluation of the clinical workplace as a learning environment for undergraduate medical students. Further validation in different populations using various psychometric methods is needed. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
categories
Higher Education
in
Medical Teacher
volume
35
issue
12
pages
1014 - 1026
publisher
Taylor & Francis
external identifiers
  • wos:000327306200013
  • pmid:24050817
  • scopus:84888118951
ISSN
0142-159X
DOI
10.3109/0142159X.2013.835389
language
English
LU publication?
yes
id
4b6164d3-c72a-4833-ab29-9f4cfabe3a52 (old id 4065602)
alternative location
http://www.ncbi.nlm.nih.gov/pubmed/24050817?dopt=Abstract
date added to LUP
2013-10-03 15:04:19
date last changed
2019-01-06 05:13:38
@article{4b6164d3-c72a-4833-ab29-9f4cfabe3a52,
  abstract     = {Background: There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. Aim: The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Method: Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a Swedish medical student population. Results: The final result was a 25-item instrument with two overarching dimensions, experiential learning and social participation, and four subscales that coincided well with theory and empirical findings: Opportunities to learn in and through work & quality of supervision; Preparedness for student entry; Workplace interaction patterns & student inclusion; and Equal treatment. Evidence from various sources supported content validity, construct validity and reliability of the instrument. Conclusion: The Undergraduate Clinical Education Environment Measure represents a valid, reliable and feasible multidimensional instrument for evaluation of the clinical workplace as a learning environment for undergraduate medical students. Further validation in different populations using various psychometric methods is needed.},
  author       = {Strand, Pia and Sjöborg, Karolina and Stalmeijer, Renée and Wichmann-Hansen, Gitte and Jakobsson, Ulf and Edgren, Gudrun},
  issn         = {0142-159X},
  language     = {eng},
  number       = {12},
  pages        = {1014--1026},
  publisher    = {Taylor & Francis},
  series       = {Medical Teacher},
  title        = {Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM).},
  url          = {http://dx.doi.org/10.3109/0142159X.2013.835389},
  volume       = {35},
  year         = {2013},
}