Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis

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....

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Autores principales:	Qian Hui Chew, Eelin Tan, Min Yi Sum, Kang Sim
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	educational environment motivation to learn engagement learning outcomes medical education psychiatry Special aspects of education LC8-6691 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/a459a9887c8c45b3843961aa183ab69b
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spelling	oai:doaj.org-article:a459a9887c8c45b3843961aa183ab69b2021-11-04T15:00:41ZInter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis1087-298110.1080/10872981.2021.1998944https://doaj.org/article/a459a9887c8c45b3843961aa183ab69b2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/10872981.2021.1998944https://doaj.org/toc/1087-2981Amongst 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.Qian Hui ChewEelin TanMin Yi SumKang SimTaylor & Francis Grouparticleeducational environmentmotivation to learnengagementlearning outcomesmedical educationpsychiatrySpecial aspects of educationLC8-6691Medicine (General)R5-920ENMedical Education Online, Vol 26, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	educational environment motivation to learn engagement learning outcomes medical education psychiatry Special aspects of education LC8-6691 Medicine (General) R5-920
spellingShingle	educational environment motivation to learn engagement learning outcomes medical education psychiatry Special aspects of education LC8-6691 Medicine (General) R5-920 Qian Hui Chew Eelin Tan Min Yi Sum Kang Sim Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
description	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.
format	article
author	Qian Hui Chew Eelin Tan Min Yi Sum Kang Sim
author_facet	Qian Hui Chew Eelin Tan Min Yi Sum Kang Sim
author_sort	Qian Hui Chew
title	Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
title_short	Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
title_full	Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
title_fullStr	Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
title_full_unstemmed	Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
title_sort	inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/a459a9887c8c45b3843961aa183ab69b
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Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis

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