The johns hopkins learning environment scale: Measuring medical students' perceptions of the processes supporting professional formation

Research output: Contribution to journalArticle

Abstract

Purpose To construct a new measure to assess students' perceptions of the medical school learning environment (LE). Method In 2012, students at Johns Hopkins University School of Medicine completed a survey containing 32 LE items. Additional questions asked about overall perception of the LE, personal growth, and recommending the school to a friend. Validity evidence for content, response process, internal structure, and relation to other variables was collected for interpretation of scores. Results Of 465 students surveyed, 377 (81%) completed all LE items. Exploratory factor analysis yielded the 28-item Johns Hopkins Learning Environment Scale (JHLES) with seven factors/subscales: community of peers, faculty relationships, academic climate, meaningful engagement, mentoring, inclusion and safety, and physical space. Students' overall JHLES scores ranged from 51 to 139, of a possible 28 to 140, with a mean (SD) of 107 (15). Overall scores and most subscale scores did not differ significantly by gender or racial/ethnic background, but did differ significantly by overall perception of the LE (P ≤.001) and increased incrementally as overall perception improved. Overall JHLES scores were significantly higher for students with higher personal growth scores and students who would recommend the school (both P

Original languageEnglish (US)
Pages (from-to)810-818
Number of pages9
JournalAcademic Medicine
Volume90
Issue number6
DOIs
StatePublished - Jun 25 2015

Fingerprint

Medical Students
medical student
learning environment
Learning
Students
student
school
Growth
Climate
Medical Schools
mentoring
Statistical Factor Analysis
factor analysis
inclusion
Medicine
climate
medicine
Safety
interpretation
gender

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

@article{e42b644022404d37bdaff63ad04f2aa3,
title = "The johns hopkins learning environment scale: Measuring medical students' perceptions of the processes supporting professional formation",
abstract = "Purpose To construct a new measure to assess students' perceptions of the medical school learning environment (LE). Method In 2012, students at Johns Hopkins University School of Medicine completed a survey containing 32 LE items. Additional questions asked about overall perception of the LE, personal growth, and recommending the school to a friend. Validity evidence for content, response process, internal structure, and relation to other variables was collected for interpretation of scores. Results Of 465 students surveyed, 377 (81{\%}) completed all LE items. Exploratory factor analysis yielded the 28-item Johns Hopkins Learning Environment Scale (JHLES) with seven factors/subscales: community of peers, faculty relationships, academic climate, meaningful engagement, mentoring, inclusion and safety, and physical space. Students' overall JHLES scores ranged from 51 to 139, of a possible 28 to 140, with a mean (SD) of 107 (15). Overall scores and most subscale scores did not differ significantly by gender or racial/ethnic background, but did differ significantly by overall perception of the LE (P ≤.001) and increased incrementally as overall perception improved. Overall JHLES scores were significantly higher for students with higher personal growth scores and students who would recommend the school (both P",
author = "Shochet, {Robert B} and Jorie Colbert-Getz and Scott Wright",
year = "2015",
month = "6",
day = "25",
doi = "10.1097/ACM.0000000000000706",
language = "English (US)",
volume = "90",
pages = "810--818",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "6",

}

TY - JOUR

T1 - The johns hopkins learning environment scale

T2 - Measuring medical students' perceptions of the processes supporting professional formation

AU - Shochet, Robert B

AU - Colbert-Getz, Jorie

AU - Wright, Scott

PY - 2015/6/25

Y1 - 2015/6/25

N2 - Purpose To construct a new measure to assess students' perceptions of the medical school learning environment (LE). Method In 2012, students at Johns Hopkins University School of Medicine completed a survey containing 32 LE items. Additional questions asked about overall perception of the LE, personal growth, and recommending the school to a friend. Validity evidence for content, response process, internal structure, and relation to other variables was collected for interpretation of scores. Results Of 465 students surveyed, 377 (81%) completed all LE items. Exploratory factor analysis yielded the 28-item Johns Hopkins Learning Environment Scale (JHLES) with seven factors/subscales: community of peers, faculty relationships, academic climate, meaningful engagement, mentoring, inclusion and safety, and physical space. Students' overall JHLES scores ranged from 51 to 139, of a possible 28 to 140, with a mean (SD) of 107 (15). Overall scores and most subscale scores did not differ significantly by gender or racial/ethnic background, but did differ significantly by overall perception of the LE (P ≤.001) and increased incrementally as overall perception improved. Overall JHLES scores were significantly higher for students with higher personal growth scores and students who would recommend the school (both P

AB - Purpose To construct a new measure to assess students' perceptions of the medical school learning environment (LE). Method In 2012, students at Johns Hopkins University School of Medicine completed a survey containing 32 LE items. Additional questions asked about overall perception of the LE, personal growth, and recommending the school to a friend. Validity evidence for content, response process, internal structure, and relation to other variables was collected for interpretation of scores. Results Of 465 students surveyed, 377 (81%) completed all LE items. Exploratory factor analysis yielded the 28-item Johns Hopkins Learning Environment Scale (JHLES) with seven factors/subscales: community of peers, faculty relationships, academic climate, meaningful engagement, mentoring, inclusion and safety, and physical space. Students' overall JHLES scores ranged from 51 to 139, of a possible 28 to 140, with a mean (SD) of 107 (15). Overall scores and most subscale scores did not differ significantly by gender or racial/ethnic background, but did differ significantly by overall perception of the LE (P ≤.001) and increased incrementally as overall perception improved. Overall JHLES scores were significantly higher for students with higher personal growth scores and students who would recommend the school (both P

UR - http://www.scopus.com/inward/record.url?scp=84937914062&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84937914062&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000000706

DO - 10.1097/ACM.0000000000000706

M3 - Article

C2 - 25853689

AN - SCOPUS:84937914062

VL - 90

SP - 810

EP - 818

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 6

ER -