International study of medical school learning environments and their relationship with student well-being and empathy

• DOI: 10.1111/medu.13120
• Publication Date: 2016-11-29T08:28:45Z
• Authors: Sean Tackett; Scott Wright; Robert Lubin; Jianing Li; Hui Pan
• Keywords: Odds

Objective To assess whether favourable perceptions of the learning environment (LE) were associated with better quality life, less burnout and more empathy across three undergraduate medical education programmes in Israel, Malaysia China. Methods Cross-sectional surveys administered at end 2013–2014 academic year schools: Technion American Medical Students Program (TAMS) Perdana University-Royal College Surgeons Ireland School Medicine (PURCSI) Peking Union (PUMC) LE assessed using Johns Hopkins Learning Environment Scale (JHLES). Well-being was validated items for life depersonalisation emotional exhaustion domains burnout. The 20-item Jefferson Empathy empathy. Statistical analyses included bivariate regressions multivariate that adjusted gender, school, class perceived rank. Results Overall, 400/622 (64.3%) students responded, following rates by site: TAMS 92/121 (76.0%), PURCSI 160/198 (80.1%) PUMC 148/303 (48.8%). In models, overall higher odds good (odds ratio [OR], 3.2; 95% confidence interval [CI], 1.8–5.8; p < 0.001) lower (OR, 0.34; CI, 0.24–0.50; depersonaliation 0.30; 0.24–0.37; = 0.001). 'Community Peers', one seven factors JHLES, only to be independently depersonalisation. After adjusting covariates, there not a statistically significant association between 1.4; 0.91–2.2; 0.12). Conclusions Students' are closely their well-being, fostering peer community may hold promise enhancing protecting against Across these settings, related, suggesting any influence on would modest.