Does academic performance or personal growth share a stronger association with learning environment perception?

Research output: Contribution to journalArticle

Abstract

OBJECTIVES: This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth.

METHODS: In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades).

RESULTS: The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3.

CONCLUSIONS: Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.

Original languageEnglish (US)
Pages (from-to)274-278
Number of pages5
JournalInternational journal of medical education
Volume7
DOIs
StatePublished - Aug 28 2016

Fingerprint

Association Learning
Learning
Growth
Medical Education
Linear Models
Regression Analysis
Medicine
Students

Keywords

  • academic performance
  • education environment
  • learning environment
  • medical students
  • personal growth

ASJC Scopus subject areas

  • Medicine(all)

Cite this

@article{690780dd76894628bb69b457212eaa65,
title = "Does academic performance or personal growth share a stronger association with learning environment perception?",
abstract = "OBJECTIVES: This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth.METHODS: In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades).RESULTS: The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3.CONCLUSIONS: Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.",
keywords = "academic performance, education environment, learning environment, medical students, personal growth",
author = "Jorie Colbert-Getz and Sean Tackett and Scott Wright and Shochet, {Robert B}",
year = "2016",
month = "8",
day = "28",
doi = "10.5116/ijme.57a6.f141",
language = "English (US)",
volume = "7",
pages = "274--278",
journal = "International journal of medical education",
issn = "2042-6372",
publisher = "International journal of medical education",

}

TY - JOUR

T1 - Does academic performance or personal growth share a stronger association with learning environment perception?

AU - Colbert-Getz, Jorie

AU - Tackett, Sean

AU - Wright, Scott

AU - Shochet, Robert B

PY - 2016/8/28

Y1 - 2016/8/28

N2 - OBJECTIVES: This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth.METHODS: In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades).RESULTS: The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3.CONCLUSIONS: Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.

AB - OBJECTIVES: This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth.METHODS: In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades).RESULTS: The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3.CONCLUSIONS: Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.

KW - academic performance

KW - education environment

KW - learning environment

KW - medical students

KW - personal growth

UR - http://www.scopus.com/inward/record.url?scp=85021860074&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85021860074&partnerID=8YFLogxK

U2 - 10.5116/ijme.57a6.f141

DO - 10.5116/ijme.57a6.f141

M3 - Article

C2 - 27570912

AN - SCOPUS:85021860074

VL - 7

SP - 274

EP - 278

JO - International journal of medical education

JF - International journal of medical education

SN - 2042-6372

ER -