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Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart

Tackett S 1 , Shochet R 2 , Shilkofski NA 3 , Colbert-Getz J 4 , Rampal K 5 , Abu Bakar H 6 Show all authors , Wright S 7

Affiliations 

  • 1 Johns Hopkins University School of Medicine, Baltimore, MD, USA. stacket1@jhmi.edu
  • 2 Johns Hopkins University School of Medicine, Baltimore, MD, USA. rshoche1@jhmi.edu
  • 3 Johns Hopkins University School of Medicine, Baltimore, MD, USA. nshilko1@jhmi.edu
  • 4 Medical Education Development and Assessment at the University of Utah School of Medicine, Salt Lake City, Utah, USA. jorie.colbertgetz@gmail.com
  • 5 Perdana University Graduate School of Medicine, Serdang, Malaysia. drkgrampal@perdanauniversity.edu.my
  • 6 Faculty of Medicine, Cyberjaya University College of Medical Sciences, Selangor, Malaysia. hamidah@cybermed.edu.my
  • 7 Johns Hopkins University School of Medicine, Baltimore, MD, USA. swright@jhmi.edu
BMC Med Educ, 2015;15:105.
PMID: 26081751 DOI: 10.1186/s12909-015-0388-0

Abstract

Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES).

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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