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  4. Anatomy Education Environment Measurement Inventory (AEEMI): a cross-validation study in Malaysian medical schools
 
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Anatomy Education Environment Measurement Inventory (AEEMI): a cross-validation study in Malaysian medical schools

Journal
BMC Medical Education
Date Issued
2021
Author(s)
Siti Nurma Hanim Hadie
Muhamad Saiful Bahri Yusoff
Wan Nor Arifin
Fazlina Kasim
Zul Izhar Mohd Ismail
Mohd Anizam Asari
Husnaida Abdul Manan @ Sulong
Asma’ Hassan
Tg Fatimah Murniwati Tg Muda
Yasrul Izad Abu Bakar
Rasheeda Mohd Zamin
Elvy Suhana Mohd Ramli
Rafidah Hod
Saiful Bahri Talip
Ku Mastura Ku Mohd Noor 
Universiti Sains Islam Malaysia 
Yusoff Sharizal Yusoff Azmi Merican
Muhammad Fairuz Azmi
Atikah Abdul Latiff
Madihah Rushaidhi
DOI
10.1186/s12909-020-02467-w
Abstract
Background
The Anatomy Education Environment Measurement Inventory (AEEMI) evaluates the perception of medical students of educational climates with regard to teaching and learning anatomy. The study aimed to cross-validate the AEEMI, which was previously studied in a public medical school, and proposed a valid universal model of AEEMI across public and private medical schools in Malaysia.

Methods
The initial 11-factor and 132-item AEEMI was distributed to 1930 pre-clinical and clinical year medical students from 11 medical schools in Malaysia. The study examined the construct validity of the AEEMI using exploratory and confirmatory factor analyses.

Results
The best-fit model of AEEMI was achieved using 5 factors and 26 items (χ 2 = 3300.71 (df = 1680), P < 0.001, χ 2/df = 1.965, Root Mean Square of Error Approximation (RMSEA) = 0.018, Goodness-of-fit Index (GFI) = 0.929, Comparative Fit Index (CFI) = 0.962, Normed Fit Index (NFI) = 0.927, Tucker–Lewis Index (TLI) = 0.956) with Cronbach’s alpha values ranging from 0.621 to 0.927. Findings of the cross-validation across institutions and phases of medical training indicated that the AEEMI measures nearly the same constructs as the previously validated version with several modifications to the item placement within each factor.

Conclusions
These results confirmed that variability exists within factors of the anatomy education environment among institutions. Hence, with modifications to the internal structure, the proposed model of the AEEMI can be considered universally applicable in the Malaysian context and thus can be used as one of the tools for auditing and benchmarking the anatomy curriculum.
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Anatomy education env...

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