Abstract
The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student–Student Interaction. Confirmatory factor analysis was used to support the validity of the MSLES when used with this sample.
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The authors wish to thank Chris Lovato for her helpful comments in preparing this manuscript.
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Appendix
Appendix
Medical School Learning Environment Survey Items
Medical Breadth of Interest |
8. Faculty emphasise the personal as well as the technical aspects of health care |
32. Faculty try to get students interested in the broad social context of medicine |
53. Faculty foster an understanding of the psychological dynamics of being ill |
Personal Breadth of Interest |
16. The environment of the school allows for interests outside of medicine |
34. Students have difficulty finding time for family and friendsa |
38. Students are so preoccupied with their studies that they lack time for recreationa |
Emotional Climate |
5. The educational experience makes students feel depresseda |
17. The educational experience tends to make students feel a sense of achievement |
23. The educational experience makes students feel angrya |
27. Students’ anxiety hinders them from achieving up to their full potentiala |
33. Students talk about leaving schoola |
46. The educational experience makes students feel anxiousa |
48. There are tensions among students that interfere with learninga |
50. The educational experience makes students value themselves |
55. The educational experience tends to make students feel confident of their academic abilities |
Flexibility |
1. Faculty try out new teaching methods and materials |
2. Students are able to shape their academic program to fit their individual needs and preferences |
13. Students hesitate to express their opinions and ideas to the facultya |
18. Curricular and administrative policies are inflexiblea |
26. Student complaints are responded to with meaningful action |
39. Students participate in decisions that affect their academic life at the school |
56. The program accommodates students from diverse personal and family backgroundsb |
57. The program generally allows for students to learn in ways that suit their own individual learning styleb |
61. The program accommodates the diversity of knowledge, skills, and backgrounds that students have prior to entering medical schoolb |
62. The program generally allows for students to learn at their own paceb |
Meaningful Learning Experience |
9. Students feel that they are learning what they need to learn in order to become competent physicians |
12. Exams emphasise understanding of concepts rather than memorisation of facts |
19. Students are called upon to actively put methods and ideas to use in new situations |
24. The relationship between basic science and clinical material is not cleara |
28. Faculty exhibit enthusiasm for the subject matter of their special field |
35. Courses emphasise memorisation of trivial detailsa |
37. Students can see the relationship between what they are studying and the kinds of patient care situations they will meet when they graduate |
40. Courses emphasise the interdependence of facts, concepts, and principles |
44. Courses develop skills in formulating and testing hypotheses, and drawing conclusions |
45. Courses are dull and tediousa |
Organization |
4. Instructors outline course objectives at the beginning of their courses |
10. Classes progress systematically from week to week |
14. Course assignments are vague and ambiguousa |
21. Instructors explain what students should get out of their courses, and why the material is important |
25. Students have difficulty integrating course material into a cohesive wholea |
30. Assignments are given out well in advance so students can plan their time accordingly |
42. Students are uncertain as to what will be expected of them on examinationsa |
51. Examinations provide a fair measure of student achievement |
54. There is lack of consistency between stated course objectives and what is actually taughta |
Nurturance |
6. The emphasis given to a particular content area on an exam is in proportion to the emphasis given to that content in the course |
11. Faculty are reserved and distant with studentsa |
20. Faculty and administrators give personal help to students having academic difficulty |
29. The school takes an interest in the personal welfare of the students |
36. When giving criticism or answering a question, faculty are genuinely interested in helping the student |
41. Students are uncomfortable around the facultya |
47. Faculty are helpful to students seeking advice not directly related to academic matters |
49. Faculty regard their teaching responsibilities as a burdena |
Student–Student Interactions |
7. Students in the school are distant with each othera |
15. Students in the school get to know each other well |
22. Students gather together in informal activities |
31. Students spend time assisting each other |
43. Competition for grades is intensea |
52. Students are reluctant to share with each other problems they are havinga |
Dropped Items (based on factor analysis results) |
3. A background in the behavioural sciences is seen as important in the development of a physician |
58. The program allows for time to participate in school-related social functionsb |
59. Students have time to participate in student-organised clubsb |
60. Students have time to participate in community/volunteer service, either as part of or external to the medical programb |
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Rusticus, S., Worthington, A., Wilson, D. et al. The Medical School Learning Environment Survey: an examination of its factor structure and relationship to student performance and satisfaction. Learning Environ Res 17, 423–435 (2014). https://doi.org/10.1007/s10984-014-9167-9
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DOI: https://doi.org/10.1007/s10984-014-9167-9