Table 3. Adjusted odds ratios for valuing learning community components and having favorable perceptions of the learning environment.
| LC component | JHLES Total | JHLES domains | ||||||
|---|---|---|---|---|---|---|---|---|
| Peers | Faculty | Academic | Engagement | Mentorship | Safety | Space | ||
| CFM course | 3.9*** | 2.7*** | 4.0*** | 3.1*** | 2.9*** | 2.4** | 2.1** | 6.1*** |
| Colleges advisor | 4.1*** | 2.1** | 5.3*** | 2.9*** | 2.2** | 1.7 | 1.5 | 3.0** |
| Colleges room | 2.2** | 2.8*** | 1.7 | 1.6 | 2.5** | 1.0 | 1.3 | 2.9** |
| Peers in Molecule | 3.7*** | 3.8*** | 2.7** | 2.0** | 2.5*** | 1.6 | 1.1 | 3.3** |
| Peers in College | 2.7*** | 3.1*** | 2.3** | 2.0** | 3.1*** | 1.4 | 1.4 | 2.4* |
| Social activities | 4.4*** | 4.1*** | 2.9** | 2.1** | 3.7*** | 1.6 | 1.2 | 3.5** |
| Reflective sessions | 2.7*** | 1.8* | 3.3** | 2.2** | 2.3** | 1.5 | 1.0 | 4.0** |
*p<.05; **p<.01; ***p<.001
Odds ratios are adjusted for student sex and year in medical school. JHLES = Johns Hopkins Learning Environment Scale; CFM = Clinical Foundations of Medicine; JHLES total and domain ratings were dichotomized at item mean of 3.5; LC component item ratings were dichotomized as “exceptional” and “a lot” of value vs. other.