Table 2.
The scores (mean, SD) for the UCEEM total, the scales, and the items for all students (n = 280)
| UCEEM overarching dimensions, subscales, and items | All students Mean (SD) n = 280 |
Medical students Mean (SD) n = 128 |
Physiotherapy students Mean (SD) n = 49 |
Speech-language pathology students Mean (SD) n = 31 |
Nursing students Mean (SD) n = 72 |
M-PT p value |
M-SLP p value |
M-N p value |
PT-SLP p value |
PT-N p value |
SLP-N p value |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Total scorea | 98.3 (18.4) | 90.7 (14.8) | 112.3 (12.9) | 108.4 (17.7) | 97.9 (20.3) | < 0.001 | < 0.001 | < 0.01 | ns | < 0.001 | < 0.01 |
| Overarching dimension Experiential learning (A1 + A2) | 62.8 (13.6) | 57.0 (10.8) | 73.5 (9.8) | 70.1 (13.0) | 62.7 (14.6) | < 0.001 | < 0.001 | < 0.01 | ns | < 0.001 | < 0.05 |
| Subscale A1: Opportunities to learn in and through work and quality of supervision | 41.1 (8.6) | 37.8 (7.2) | 47.0 (7.0) | 44.9 (8.6) | 41.3 (9.2) | < 0.001 | < 0.001 | < 0.01 | ns | < 0.001 | ns |
| 3. My (work) tasks are relevant to the learning objectives. | 3.9 (0.9) | 3.6 (1.0) | 4.4 (0.7) | 4.2 (0.8) | 4.0 (1.1) | < 0.001 | < 0.01 | < 0.01 | ns | < 0.05 | ns |
| 4. I am sufficiently occupied with meaningful (work) tasks. | 3.6 (1.1) | 3.2 (0.9) | 4.1 (1.0) | 4.1 (1.0) | 3.5 (1.1) | < 0.001 | < 0.001 | < 0.05 | ns | < 0.01 | < 0.05 |
| 5. My tasks are suitably challenging for my level of knowledge and skills. | 3.7 (1.0) | 3.5 (1.0) | 4.0 (1.0) | 4.2 (0.9) | 3.7 (1.1) | < 0.001 | < 0.001 | ns | ns | < 0.05 | < 0.05 |
| 6. I am encouraged to participate actively in the work here. | 3.9 (1.0) | 3.4 (0.8) | 4.6 (0.8) | 4.4 (0.7) | 3.9 (1.0) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.001 | < 0.05 |
| 13. I receive useful feedback from my supervisors. | 3.6 (1.2) | 3.1 (1.1) | 4.5 (0.7) | 4.0 (1.2) | 3.8 (1.2) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.01 | ns |
| 14. I feel able to ask my supervisors any question I wish. | 4.2 (1.0) | 4.1 (0.8) | 4.5 (1.1) | 4.0 (1.3) | 4.1 (1.1) | < 0.01 | ns | ns | ns | < 0.05 | ns |
| 15. I get the opportunity to provide a rationale for my actions during supervision sessions. | 3.7 (1.1) | 3.3 (1.0) | 4.3 (1.0) | 4.3 (0.7) | 3.9 (1.1) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.05 | < 0.05 |
| 16. My problem-solving skills are developing well in this placement. | 3.7 (1.0) | 3.4 (1.0) | 4.3 (0.8) | 4.0 (1.0) | 3.8 (1.0) | < 0.001 | < 0.05 | < 0.05 | ns | < 0.05 | ns |
| 17. I have the opportunity to put my theoretical knowledge into practice in this placement. | 3.9 (0.1) | 3.7 (1.0) | 4.3 (0.8) | 4.3 (0.8) | 3.9 (0.9) | < 0.001 | < 0.001 | ns | ns | < 0.05 | < 0.05 |
| 18. I have the opportunity to learn together with other students in this placement. | 3.4 (1.2) | 3.3 (1.1) | 4.0 (0.9) | 3.4 (1.4) | 3.1 (1.3) | < 0.001 | ns | ns | ns | < 0.001 | ns |
| 26. I feel I have influence over my learning in this placement. | 3.5 (1.1) | 3.2 (1.0) | 4.0 (1.0) | 4.0 (1.0) | 3.6 (1.2) | < 0.001 | < 0.001 | < 0.05 | ns | ns | ns |
| Subscale A2: Preparedness for student entry | 21.7 (5.6) | 19.2 (4.4) | 26.5 (3.5) | 25.1 (4.8) | 21.6 (6.1) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.001 | < 0.01 |
| 1. I received useful induction to this placement. | 3.7 (1.0) | 3.5 (0.9) | 4.2 (0.8) | 4.1 (0.8) | 3.6 (1.1) | < 0.001 | < 0.01 | ns | ns | < 0.001 | ns |
| 2. My supervisors were expecting me when I arrived. | 3.8 (1.1) | 3.3 (1.0) | 4.7 (0.5) | 4.5 (0.8) | 3.8 (4.0) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.001 | < 0.001 |
| 9. I have a supervisor to whom I know I can turn. | 3.9 (1.2) | 3.6 (1.1) | 4.5 (0.9) | 4.2 (1.1) | 3.9 (1.3) | < 0.001 | < 0.001 | < 0.05 | ns | < 0.001 | ns |
| 10. I have sufficient access to supervision. | 3.8 (1.1) | 3.5 (1.0) | 4.4 (0.9) | 4.1 (1.1) | 3.7 (1.3) | < 0.001 | < 0.01 | ns | ns | < 0.01 | ns |
| 11.The supervisors are well prepared for supervising. | 3.4 (1.2) | 3.0 (1.0) | 4.3 (1.0) | 4.1 (1.2) | 3.6 (1.2) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.001 | < 0.05 |
| 12. It is clear that my supervisors are familiar with the learning objectives. | 3.1 (1.3) | 2.3 (1.0) | 4.4 (0.8) | 4.1 (0.9) | 3.2 (1.4) | < 0.001 | < 0.001 | < 0.001 | ns | < 0.001 | < 0.01 |
| Overarching dimension Social participation (B1 + B2) | 35.5 (6.2) | 33.6 (5.3) | 38.8 (5.3) | 38.4 (5.6) | 35.3 (7.0) | < 0.001 | < 0.001 | < 0.05 | ns | < 0.01 | < 0.05 |
| Subscale B1: Workplace interaction patterns and student inclusion | 23.0 (4.3) | 21.7 (3.8) | 25.5 (3.7) | 25.1 (4.0) | 23.0 (4.7) | < 0.001 | < 0.001 | < 0.05 | ns | < 0.01 | < 0.05 |
| 7. I have adequate access to computers. | 3.6 (1.2) | 3.4 (1.1) | 4.1 (1.0) | 3.7 (1.4) | 3.8 (1.1) | < 0.001 | ns | < 0.05 | ns | ns | ns |
| 8. There is sufficient physical space for the number of students on placement here. | 3.8 (1.1) | 3.6 (1.1) | 4.3 (0.8) | 4.0 (1.1) | 3.7 (1.1) | < 0.001 | ns | ns | ns | < 0.01 | ns |
| 19. As a student, I am received in a positive way by the staff here. | 4.1 (0.8) | 3.9 (0.7) | 4.4 (0.8) | 4.5 (0.6) | 4.0 (0.9) | < 0.001 | < 0.001 | ns | ns | < 0.05 | < 0.01 |
| 20. I feel included in the team of people who work here. | 3.7 (1.0) | 3.5 (1.0) | 4.2 (0.9) | 4.2 (0.9) | 3.8 (1.1) | < 0.001 | < 0.001 | < 0.05 | ns | < 0.05 | ns |
| 21. I feel welcome in the staff room/lunchroom here. | 4.0 (1.0) | 3.7 (0.9) | 4.2 (0.9) | 4.4 (1.0) | 4.0 (1.0) | < 0.01 | < 0.001 | ns | ns | ns | ns |
| 22.Communication between those working here is good. | 3.8 (1.0) | 3.6 (0.7) | 4.3 (1.1) | 4.3 (0.8) | 3.7 (1.1) | < 0.001 | < 0.001 | ns | ns | < 0.01 | < 0.05 |
| Subscale B2: Equal treatment | 12.5 (2.5) | 12.0 (2.3) | 13.4 (5.3) | 13.3 (2.0) | 12.3 (2.8) | < 0.001 | < 0.01 | ns | ns | < 0.05 | ns |
| 23. Everyone is treated equally here, regardless of cultural background. | 4.3 (0.9) | 4.2 (0.9) | 4.6 (0.7) | 4.7 (0.6) | 4.1 (1.1) | < 0.01 | < 0.01 | ns | ns | < 0.05 | < 0.05 |
| 24. Everyone is treated equally here, regardless of gender. | 4.3 (0.9) | 4.1 (0.9) | 4.6 (0.7) | 4.4 (0.8) | 4.3 (0.9) | < 0.01 | ns | ns | ns | ns | ns |
| 25. Everyone is treated with the same respect and dignity, regardless of professional background. | 3.9 (1.0) | 3.7 (1.0) | 4.2 (0.1) | 4.2 (0.9) | 3.9 (1.1) | < 0.01 | < 0.01 | ns | ns | ns | ns |
Abbreviations: UCEEM Undergraduate Clinical Education Environment Measure, SD Standard deviation, PT Physiotherapy students, SLP Speech-language pathology students, M Medical students, N Nursing students
aThe UCEEM total score ranges from 26 to 130. Scale A ranges from 17 to 85; subscale A1 ranges from 11 to 55, and subscale A2 ranges from 6 to 30. Scale B ranges from 9 to 45; subscale B1 ranges from 6 to 30, and subscale B2 ranges from 3 to 15. The p-values show the results of comparisons between the programs, which were calculated using Kruskal–Wallis tests with Dunn–Šidák post-hoc tests