ABSTRACT
The educational environment experienced by teachers involves all conditions affecting teaching and learning activities. Faculty perceptions of their educational environment are important not only for themselves but also for students. As no instrument exists to assess viewpoints of faculty, we aimed to develop and validate the Assessment of Medical Education Environment by Teachers [AMEET] questionnaire. A modified Delphi technique was used to generate items for the inventory. A small group of experts [a medical education expert and four teaching faculty] assisted in defining a preliminary list of items through literature review and group discussions. Sixteen international consenting panel members graded [0 - not necessary, 1- desirable, 2- important, 3- absolutely essential] and modified the initial statements or suggested new statements [Round 1], In Round 2, the panel graded the new statements and reconsidered their previous responses. Subsequently, statements with median scores < /= 1 were excluded. Responses for new statements were reconsidered and final inclusion of each statement was indicated through agreement in Round 3. A pilot test enabled evaluation of validity and reliability of the instrument. Fifty statements were generated initially for the preliminary inventory. The panel members modified and graded the fifty statements and suggested five new statements via Round 1. The new statements were graded; responses to previous fifty statements were reconsidered and three statements with median scores < 1 were removed following Round 2. Agreement was finally sought for inclusion of 52 statements and two statements were subsequently deleted as panel agreement was < 75% for each of them. The 50-item questionnaire was refined to its final version with six domains and piloted with 62 faculties. A Cronbach's Alpha of 0.94 was obtained. The AMEET questionnaire is a valid, highly reliable and practically useful instrument to assess faculty members' perceptions of educational environment
ABSTRACT
College of Medicine, Gulf Medical University [C0M] underwent a curricular change from a discipline-based to an organ system-based integrated curriculum. As information about the viewpoints of faculty regarding this change was not available, we aimed to ascertain the faculty members' perceptions of the educational environment at CoM and investigate any differences in perceptions based on socio-demographic characteristics. Following a pilot test, the self-administered Assessment of Medical Education Environment by Teachers [AMEET] questionnaire was answered by teaching faculty of MBBS 2012-2013. The total, domain and individual statement scores were expressed as Median [range]. Scores were compared among groups using Wilcoxon Rank sum test. The median total score of the sample was 136 [range: 108] out of a possible maximum of 200. The highest median domain scores were for Teachers' Perceptions of Teaching and Teachers' Professional Self-Perceptions, whereas the lowest domain scores were for Teachers' Perceptions of Students. The individual item analyses identified the teaching- learning activities, learning atmosphere, collaborative atmosphere and professional self-perceptions as strengths of our college while the preparedness of students, levels of student stress, learning atmosphere in the hospital and support system for stressed faculty were areas necessitating improvement. The median total, domain and individual item scores of the non-clinical faculty were found to be significantly higher than those of the clinical faculty. The female faculty also gave significantly higher scores to the domain Teachers' Perceptions of Teaching [p < 0.05]. There were no significant differences in the median total and domain scores based on teaching experience and faculty positions. The educational environment in the organ system-based integrated curriculum was generally perceived positively by the faculty although a few areas of concern were highlighted. The results of our study give important feedback to curriculum planners and administrative leaders for necessary remedial actions
ABSTRACT
To ascertain the employment opportunities that are likely to become available to graduates of a: i. Bachelor's Degree in Biomedical Sciences, and ii. Master's Degree in selected medical and clinical specialties. Personnel in Human Resources divisions and Hospital Administrators in hospitals, clinics and health centers in Abu Dhabi, Ajman, Dubai, Ras Al Khaimah and Sharja responded to a structured questionnaire that an assistant handed over to an identified staff member in the respective divisions. Opinions were sought on the employment opportunities as regards the Bachelor's in Biomedical Sciences [4 years' duration], and the Masters programs in Human Reproductive Biology [2 years' duration] and in Clinical Sciences [3 years' duration] in the specialties of Internal Medicine, Obstetrics and Gynecology, Pediatrics, Diagnostic Imaging and Anesthesiology. Eighty seven questionnaires were available for analysis. The respondents' perceived assessment of the current/ expected employment opportunities available to the graduates were tallied under Low, Considerable, High and Very High categories. The perceived opportunities for employment are considered satisfactory by the Human Resources administrators of the healthcare facilities. At least 85% of the respondents rated the prospects as being considerable or higher for each program, with Pediatrics and Obstetrics and Gynecology receiving higher assessments any of the other specialties. All programs were perceived to offer good employment opportunities, with those in Internal Medicine, Obstetrics and Gynecology, Pediatrics, Diagnostic Imaging and Biomedical Sciences being likely to have much higher prospects than the others