Tango, educational environments and student evaluations ...

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Tango, educational environments and student evaluations – A perspective

from Sweden

Per J. Palmgren RC, MMedEd, PhD Lecturer

Learning in Health Care Contexts and Evaluation UnitDepartment of Learning, Informatics, Management and Ethics

13 June 2018

Who am I?

Per J. Palmgren 13 June 2018

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Outline

Per J. Palmgren

My doctoral thesis

The clinical learning environment and health related quality of life

Karolinska Institutet and the Evaluation Unit

13 June 2018

IT TAKES TWO TO TANGO An inquiry into healthcare professional

education environments

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Environments


Environments


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Rationale

Per J. Palmgren

Educationalenvironment

13 June 2018

Aim

To provide a deeper understanding of the phenomenon of the educational environment in healthcare professional education.

To explore what constitutes educational environments and what it means in the context of chiropractic and physiotherapy undergraduate education from two complementary perspectives:• Student • Teacher


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Methodology



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Research designStudy Focus of

inquiryStudy

approachParticipants Data

collectionData

analysis

I Perceptions Mixed-method

cross-

sectional

Physiotherapy

students (n = 222)

Questionnaire

Open ended

question

Descriptive and inferential

statistics

Manifest content analysis

II Perceptions Quantitative

2- time-point

& longitudinal

Chiropractic

students (n = 124,

n = 127; n = 34)

Questionnaire Descriptive and inferential

statistics

III Dimensionality Quantitative

psychometric

Physiotherapy

students (n = 222)

Questionnaire Mokken scale analysis

IV Experiences Qualitative

2-time-point &

“longitudinal”

Chiropractic

students (n = 26)

Focus group

discussions

Manifest and latent

content analysis

V Experiences &

conceptualizations

Qualitative Chiropractic &

physiotherapy

teachers (n = 14)

Semi-

structured

interviews

Manifest and latent

content analysis


Per J. Palmgren

DREEM

50-item inventory• 5-point Likert response • 9 items reversely scored

Analytical levels• Overall• Poled into subscales• Individually

Subscales:• Perception of Learning - SPL• Perception of Teachers - SPT• Academic Self-Perception - SASP• Perception of Atmosphere - SPA • Social Self-Perception - SSSP

SPL SASP

SPT

SPA SSSP

Score % of score Interpretation

151-200 76–100 Excellent environment

101-150 51–75 More positive than negative environment

51-100 26–50 Plenty of problems in the environment

0-50 0–25 Very poor environment

13 June 2018

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Chiropractic education Physiotherapy education

Per J. Palmgren

Foundation driven

5 years

Tuition fees

Inhouse clinical training

Public funded

3 years

No tuition fees

Outsource clinical training

Empirical case settings

13 June 2018

Chiropractic Physiotherapy

Per J. Palmgren

Educational environment

13 June 2018

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Study I

Students’ perceptions of the environment


Per J. Palmgren

SPL SASP

SPT

SPA SSSP

150/200 (75%)

”Teaching overemphasizingfactual learning”

”Authoritarian teachers”

Atmosphere (SPA)

Palmgren et al., 2014

13 June 2018

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Study II

Studentsʼ perceptions of the environment over time


Per J. Palmgren

SPL

SPT

SASP

SPASSSP

SPL

SPT

SASP

SPA SSSP

2009 2012

156/200 (78%) 153/200 (77%)


13 June 2018

”Teaching overemphasizing factual learning”

“Limited support for stressed students”

”Authoritarian teachers”

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Study III

Measuring the environment measure


Per J. Palmgren

SPL

SASPSPT

SPA SSSP

SPT

SPL

SPA

SASP

SSSP

SPL – Moderate

SPA – Weak

SPT, SASP & SSSP – Very weak

Reversed items problematic

Palmgren et al., 2018 (accepted)

13 June 2018

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Study IV

Students’ experiences of the environment


2009 2012

Per J. Palmgren

Time

Chiropractic

Palmgren & Bolander Laksov, 2015

13 June 2018

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Per J. Palmgren

Time

Palmgren & Bolander Laksov, 2015

13 June 2018

Study V

Teachers’ experiences and conceptualizations of the environment


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Per J. Palmgren

Physical

Organizational

Motivating a vocationalpractice and modeling an

ideal

Supporting and managingstudents in stress

Including students into the community of chiropractors

Putting the pedagogicalvision into practice

Balancing students’ expectations

Providing prerequisites togrow within the profession

RelationalCommunicational

Small privately funded university

college Large public funded university


13 June 2018

Pedagogical

Conclusions

Per J. Palmgren

“From the stance of an educational provider, an intricate physical-psycho-social entity, which is communally constructed by individuals, incorporating pedagogical and organizational aspects, with climate and culture describing subsets of the environment.”

13 June 2018

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Per J. Palmgren

Conclusions

13 June 2018

Per J. Palmgren

Conclusions

13 June 2018

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Conclusions

Per J. Palmgren

Different but similar

Stable over time

Micro level issues

Uncertain putative subscales

Experience change over time

Additional dimensions

13 June 2018

Conclusions

Per J. Palmgren


Stable over time

Micro level issues




13 June 2018

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Conclusions

Per J. Palmgren


Stable over time

Micro level issues




13 June 2018

Conclusions

Per J. Palmgren


Stable over time

Micro level issues




13 June 2018

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Conclusions

Per J. Palmgren


Stable over time

Micro level issues




13 June 2018

Conclusions

Per J. Palmgren


Stable over time

Micro level issues




13 June 2018

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Contribution to research and practice

Conceptually

Instrumentally

Institutionally

Pedagogically


Students’ perceptions and experience of their learning environment and health

related quality of life – an interprofessional study

Riitta Möller (associate professor, program director), Per J. Palmgren (researcher),Terese Stenfors (associate professor), Per Östberg (associate professor, program director), Malin Nygren-Bonnier (senior lecturer, program director), Eva Broberger (associate professor, program director), Hanna Lachmann (researcher) and Sari Ponzer (professor)

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Clinical learning environments

Per J. Palmgren

The learning environment affects students' professional development.

Clinical placements important in health care education.

Factors linked to a favorable learning environment and higher academic achievement: behaviour

• High quality of life• Reduced stress• Positive feelings and attitudes

Genn, 2001a; Genn, 2001b; Mayya & Roff, 2004; Mulrooney,2005; Jamaiah, 2008, Arzuman et al., 2010; Soemantri et al., 2010, Palmgren et al. 2015; Tempski et al. 2015;

Scarcity of studies investigating relation between learning environments, stress and quality of life.

13 June 2018

To identify and provide an in-depth understanding of students' perception of the clinical learning environment and the relationship to self-reported health-related quality of life.

The aim of the project


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Schematic overview

Undergraduate Clinical Education Environment Measure (UCEEM)

12-Item Short Form Health Survey (SF-12)

Brunnsviken Brief Quality of Life Scale (BBQ)

MedNord (Well-being subscale)

Interdisciplinary Education Perception Scale (IEPS)

Study Aim of inquiry Study approach Population Data collection Data analysis

I To investigate students' perceptions of their learning environment in relation to quality of life and stress during clinical placements

Quantitative cross-sectional Medical-, nursing, speech therapist- and physiotherapist students (n ≈ 500)

Questionnaires: UCEEM, SF-12, BBQ, MedNord, IEPS

Descriptive and inferential statistics

II Explore and contrast students and supervisors experiences of their learning environment from a sociocultural perspective

Qualitative descriptive Medical-, nursing, speech therapist- and physiotherapist students (n ≈ 40) and supervisors (n ≈ 16)

Focus group discussions and/or semi-structured interviews

Manifest and latent content analysis

III Explore practices of inter-professional workplace learning from a physiotherapist perspective

Observational studies with an ethnographic approach

Physiotherapist students and supervisors

Observations and follow-up semi-structured interviews

Thematic analysis


Karolinska Institutet

Evaluation Unit - Part of Learning in Health Care Contexts

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Karolinska Institutet (KI) was founded by King Karl XIII in 1810 as an "academy for the training of army surgeons".

KI is one of the world’s foremost medical universities.

Since 1901 the Nobel Assembly at KI has selected the Nobel laureates in Physiology or Medicine.



First & second cycle education – Bachelor and Master

6 000 full-time students

Third-cycle education – PhD

2 200 active doctoral students

Research at KI spans the entire medical field

5 400 full time employees


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University board

President

Board of Higher

education

Central administration

Board of Doctoral

education

University library

Board of Research

Comparative Medicine

22 Departments


Who are we?

Researchers:Terese Stenfors (Director and groupleader)

Klara Bolander Laksov

Per J. Palmgren

Anna Bonnevier

Cormac McGrath

Aleksandra Sjöström-Bujacz

Juha Nieminen

Project managers:Louise Bergman

Zoe Säfström

Administrator:Eva MacDonald

PhD students:Ralph Mackinnon

Luke Woodham

Agnes Elmberger

Linda Sturesson

Affiliated researchers:Matilda Liljedahl (Gothenburg University)David Irby (UCSF)Linda Barman (Royal Institute of Technology)


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Evaluation projects

Research

Teaching

Our activities

Main activities

Employers• KI centrally • Other parts of KI• Commissioned evaluations outside

the university

Evaluations - Quality assurance systems

Support in quality assurance and development


Quality evaluation of education at KI

It started with a general course evaluation survey….

…. from there we started to develop a whole system …

New guidelines were established for KI


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Board of Higher education

Initiators and co-creators of the quality assurance system for KI´s first and second cycle educational programs: Student course evaluations for all

courses/programs at KI

Five compulsory questions

Student barometer

Exit polls

Future employee survey

Alumni surveys

Question banks for all instruments so courses/programs can adapt for their needs.

Compile and analyze all results


Board of Doctoral education

Supporting the board in the creation, development and validation of: Course evaluations Alumni surveys Activity evaluations doctoral education programs Exit polls

Collecting, aggregating and analyzing data from these instruments Continuous reports Yearly reports 5-year cycle reports


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Board of Research

Evaluation of a novel leadership program designed for research group leaders at KI.

Mapping of career development, research grant application successes and perceived equality and equity among junior researchers at KI (Junior Faculty).


Teaching and research

Teaching Vocational programs: Medicine, Dentistry, Nursing,

Physiotherapy and Psychology (first and second cycle) Master program in Medical Education Courses in Medical Education for doctoral degree (PhD) Teacher courses

- Evaluation processes- Medical education

Research Methodology development in evaluation and psychometrics Student learning Lifelong learning Educational and learning environments Integration of medical doctors with degrees from outside the

EU Tele medicine


Tango, educational environments and student evaluations ...

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