Preclinical Educational Environment at an Indonesian Medical School: A Cross-Sectional Survey Using an Indonesian Translation of the JHLES
DOI:
https://doi.org/10.31004/koloni.v5i4.1529Keywords:
JHLES, educational environment, medical students, preclinical education, student perceptionAbstract
The educational environment is a key determinant of medical education quality, particularly during the preclinical stage. Evidence regarding the use of the Indonesian translation of the Johns Hopkins Learning Environment Scale (JHLES) among preclinical medical students remains limited. This study aimed to assess students' perceptions of the preclinical educational environment using the Indonesian translation of the JHLES and examine its association with the Global Satisfaction Score (GSS), and to explore differences by gender and cohort. A cross-sectional study was conducted among 210 preclinical medical students from the 2023 and 2024 cohorts at Universitas Airlangga. Data were collected using the 28-item Indonesian translation of the JHLES and analyzed using descriptive statistics, Spearman's rho correlation, and Mann–Whitney U test. The mean total JHLES score was 80.70 ± 11.48 (72.05% of the maximum possible score), above the scale midpoint. Community of Peers had the highest mean domain score (78.61%), whereas Inclusion and Safety had the lowest (55.59%). Total JHLES scores were significantly correlated with the GSS (ρ = 0.379, p < 0.001). No significant gender differences were observed in total JHLES score, domain score, or GSS. Students in the 2023 cohort reported significantly higher Mentoring scores than those in the 2024 cohort (median: 2023 = 6.00, 2024 = 5.00; U = 3133.5, p < 0.001). Preclinical medical students' perceptions of the educational environment varied across JHLES domains, with reliability also varying across subscales. Subgroup comparisons were exploratory. These findings are preliminary pending further psychometric validation.
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