Development and psychometric evaluation of the Undergraduate Clinical Education Environment Measure (UCEEM)

Pia Strand*, Karolina Sjoborg, Renee Stalmeijer, Gitte Wichmann-Hansen, Ulf Jakobsson, Gudrun Edgren

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Background: There is a paucity of instruments designed to evaluate the multiple dimensions of the workplace as an educational environment for undergraduate medical students. Aim: The aim was to develop and psychometrically evaluate an instrument to measure how undergraduate medical students perceive the clinical workplace environment, based on workplace learning theories and empirical findings. Method: Development of the instrument relied on established standards including theoretical and empirical grounding, systematic item development and expert review at various stages to ensure content validity. Qualitative and quantitative methods were employed using a series of steps from conceptualization through psychometric analysis of scores in a Swedish medical student population. Results: The final result was a 25-item instrument with two overarching dimensions, experiential learning and social participation, and four subscales that coincided well with theory and empirical findings: Opportunities to learn in and through work & quality of supervision; Preparedness for student entry; Workplace interaction patterns & student inclusion; and Equal treatment. Evidence from various sources supported content validity, construct validity and reliability of the instrument. Conclusion: The Undergraduate Clinical Education Environment Measure represents a valid, reliable and feasible multidimensional instrument for evaluation of the clinical workplace as a learning environment for undergraduate medical students. Further validation in different populations using various psychometric methods is needed.
Original languageEnglish
Pages (from-to)1014-1026
JournalMedical Teacher
Issue number12
Publication statusPublished - 2013

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