Publications by authors named "Sue Roff"
Aim: The aim of our study was to translate and adapt the Dundee Ready Education Environment Measure (DREEM) questionnaire developed by Roff et al. to the cultural conditions in Poland and also to validate it. Studying the learning environment is beneficial because it can identify students' perceptions of their environment and support the staff in reflecting on, planning for and combining proper teaching approaches to improve it.
View Article and Find Full Text PDFObjective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.
Methods: A survey design was used. Data was analysed using the DREEM scoring rubric.
Background And Objectives: Medical professionalism is an essential aspect of medical education and practice worldwide. Our objective was to explore and compare the perception as recommended sanctions about professionalism lapses, using the ", among the faculty and the students' of two different medical schools in Saudi Arabia.
Methods: Respondents from the two medical schools in Saudi Arabia, recommended sanctions for the first time, absolute lapses in academic professionalism were determined by using the "Dundee Polyprofessionalism Inventory 1: Academic Integrity".
Background & Objective: Professionalism has a number of culturally specific elements, therefore, it is imperative to identify areas of congruence and variations in the behaviors in which professionalism is understood in different countries. This study aimed to explore and compare the recommendation of sanctions by medical students of College of Medicine, King Saud University (KSU), Riyadh, Saudi Arabia and students from three medical colleges in Egypt.
Methods: The responses were recorded using an anonymous, self-administered survey " Dundee Polyprofessionalism Inventory I: Academic Integrity".
Background: Medical professionalism is an essential aspect of medical education and practice worldwide and it must be adopted according to different social and cultural contexts. We examined the current congruence and variance in the perception of professionalism in undergraduate medical students and faculty members in one medical school in Saudi Arabia.
Methods: The target population was first year to final year medical students of College of Medicine, King Saud University.
Background: Medical Professionalism is recognized as a cultural construct. We explore perceptions of the severity of lapses in professionalism of undergraduate medical students at two medical schools with different cultural contexts.
Methods: Respondents from two medical schools (Saudi Arabia & UK) recommended sanctions for the first time, unmitigated lapses in academic professionalism, using the Dundee Polyprofessionalism Inventory 1: Academic Integrity.
Aim: To explore the usefulness of an online inventory for tracking medical students' understanding of the importance of lapses in academic integrity.
Method: Respondents were asked to recommend sanctions for lapses as a proxy of their understanding of the importance of the 34 types of poor professionalism.
Results: The data suggest that while there is congruence, there are also substantial differences between ratings of the importance of poor professionalism, particularly in relation to data integrity, between a cohort in Saudi Arabia and one in the UK.
Introduction: The suggestion that empathy "declines" or "erodes" as students progress through medical school has largely rested on observations reported from Jefferson Medical College in the United States using the Jefferson Scale of Physician Empathy (JSPE) developed by Hojat and colleagues. Now that the student version of JSPE has been administered to medical students in more than a dozen countries, it is timely to consider whether or not the Jefferson "case study" and the conclusions drawn from it are generalisable.
Methods: A literature research was conducted on MEDLINE in mid-2014 to identify studies reporting administrations of the Student version of JPSE (JSPE-S) to cohorts of medical students and the means for studies and their sub-parts conducted in Japan, South Korea, China, Kuwait, India, Iran, UK, USA, Australia, Brazil, Colombia, the Dominican Republic and Portugal.
Background: Many instruments for evaluating clinical teaching have been developed but almost all in Western countries. None of these instruments have been validated for the Asian culture, and a literature search yielded no instruments that were developed specifically for that culture. A key element that influences content validity in developing instruments for evaluating the quality of teaching is culture.
View Article and Find Full Text PDFObjective: To determine prevalence of professionalism lapses related to academic integrity by students Pakistani medical colleges.
Subjects: 520 students.
Study Design: Cross sectional.
Background: At a time when the Committee of Deans of the Medical Schools in the Kingdom of Saudi Arabia is entering the second phase of developing Learning Outcomes for Bachelor Degree Programs in Medicine, we investigated the current level of understanding of the importance of academic probity in one Saudi medical school.
Methods: We administered the Dundee Polyprofessionalism Inventory I: Academic Integrity to students and faculty at one Saudi medical school.
Results: While there was considerable concordance between the 103 Saudi students and 64 Saudi faculty, there were also some aspects of lapses in professionalism relating to academic integrity where enhanced teaching is indicated to help the students prepare for their responsibilities as doctors.
The Dundee Polyprofessionalism Inventory I: Academic Integrity was administered to 219 medical students from three Egyptian medical schools. The results indicate a high level of congruence between the genders in Recommended Sanctions on a scale of 1-10 ranging from Ignore through Reprimand to Expulsion/Report to Regulatory Body. Some variations in Recommended Sanctions occurred among the age groups 17-19 years; 20-24 years, and 25 years and older.
View Article and Find Full Text PDFBackground: The quality of the educational environment is a key determinant in postgraduate training programs. In order to evaluate and understand this environment a valid and reliable instrument is required. The PHEEM (Postgraduate Hospital Educational Environment Measure) questionnaire is one of the most widely used tools for evaluating the perception of hospital-based residents.
View Article and Find Full Text PDFBackground: Students' perceptions of their educational environment (EE) have been studied in undergraduate and postgraduate curricula. Postgraduate EE has been measured in hospital settings. However, there are no instruments available to measure the EE in postgraduate ambulatory settings.
View Article and Find Full Text PDFBackground: As part of a larger project to identify appropriate responses and sanctions for lapses in professionalism by health profession students and trainees--and their teachers--we formed reference groups of medical educators to give preliminary guidance. We hope that these data will help to generate 'a greater consistency' to fitness-to-practice procedures in UK medical schools, and across the health professions, as called for by the UK Council for Healthcare Regulatory Excellence in 2009.
Methods: Having previously identified 42 forms of poor professionalism among students at the 'proto-professional' stage of undergraduate training, of which 37 could also occur in clinical teachers, we asked reference groups of UK medical educators (n=27) and from one medical school (n=35) to recommend appropriate responses by students if they observed lapses of professionalism in their teachers.
Aim: To identify behaviours and attitudes that exhibit poor professionalism at the proto-professional stage of undergraduate health professions education, and investigate the extent and nature of agreement by faculty on appropriate responses by undergraduate students in the UK.
Methods: A preliminary inventory of 69 items of behaviour and attitude was derived from literature review and 1-month observation at a UK teaching site. Reference Groups were formed by e-mail solicitation of senior medical educators in the UK and the Dundee Medical School to identify consensus on the relevant items and the appropriate responses.
Objective: To investigate the extent of consensus between faculty and students in order to benchmark appropriate sanctions for first-time offences with no mitigating factors in the area of Academic Probity by quota sampling in one cohort of medical, nursing and dental students in a Scottish university.
Methods: This study reports administration of a web-based preliminary inventory derived from the international research literature to a target population of health professions staff and students. This study was conducted at Scottish University College of Medicine, Dentistry, Nursing and Midwifery.
In the context of professionalism being viewed increasingly as a social contract, a survey was conducted to investigate the importance placed by the general public on doctors' professional attributes. A quota sample of 953 responded to a 55-item online inventory of professional attributes. The quotas closely represented the national census.
View Article and Find Full Text PDFAim: To look at the characteristics of Postgraduate Hospital Educational Environment Measure (PHEEM) using data from the UK, Brazil, Chile and the Netherlands, and to examine the reliability and characteristics of PHEEM, especially how the three PHEEM subscales fitted with factors derived statistically from the data sets.
Methods: Statistical analysis of PHEEM scores from 1563 sets of data, using reliability analysis, exploratory factor analysis and correlations of factors derived with the three defined PHEEM subscales.
Results: PHEEM was very reliable with an overall Cronbach's alpha of 0.