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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

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Key elements in assessing the educational environment: where is the theory?

Johanna Schönrock-Adema¹, Tineke Bouwkamp-Timmer, Elisabeth A van Hell

¹Center for Research and Innovation in Medical Education, University of Groningen, The Netherlands. j.schonrock-adema@umcg.nl

Advances in Health Sciences Education : Theory and Practice

|February 7, 2012

Summary

A new theoretical framework effectively defines key concepts for medical education environments. This validated model, covering personal development, relationships, and system organization, is applicable to current assessment tools.

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Area of Science:

Medical Education
Educational Psychology

Background:

The quality of the medical educational environment is crucial for high-quality medical training.
Existing instruments for measuring this quality lack consensus on core concepts, potentially due to a missing theoretical framework.

Purpose of the Study:

To identify a comprehensive theoretical framework for medical educational environments.
To assess the applicability of the identified framework to existing measurement instruments.

Main Methods:

A snowballing technique was used to find relevant frameworks from outside medical education.
Two frameworks were identified; one was selected for its comprehensive nature and validation in other contexts.
Items from nine medical educational environment instruments were mapped to the selected framework's domains.

Main Results:

A validated framework with three domains (personal development/goal direction, relationships, system maintenance/change) was identified.
94% of 374 items from nine instruments could be mapped to this framework.
The domains were contextualized as goal orientation, relationships, and organization/regulation within medical education.

Conclusions:

The identified framework is applicable and comprehensive for understanding medical educational environments.
This framework is recommended as a theoretical foundation for developing and refining medical educational environment measures.