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HOME > J Educ Eval Health Prof > Volume 20; 2023 > Article
Research article What impacts students’ satisfaction the most from Medicine Student Experience Questionnaire in Australia: a validity study
Pin-Hsiang Huang1,2orcid, Gary Velan1orcid, Greg Smith3orcid, Melanie Fentoullis1orcid, Sean E. Kennedy1orcid, Karen J. Gibson3orcid, Kerry Uebel1orcid, Boaz Shulruf1,4*orcid

DOI: https://doi.org/10.3352/jeehp.2023.20.2
Published online: January 18, 2023
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1Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia

2School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia

3Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan

4Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand

*Corresponding email:  b.shulruf@unsw.edu.au

Editor: Sun Huh, Hallym University, Korea

• Received: 27 November 2022   • Accepted: 6 January 2023

Purpose
This study evaluated the validity of student feedback derived from Medicine Student Experience Questionnaire (MedSEQ), as well as the predictors of students’ satisfaction in the Medicine program.
Methods
Data from MedSEQ applying to the University of New South Wales Medicine program in 2017, 2019, and 2021 were analyzed. Confirmatory factor analysis (CFA) and Cronbach’s α were used to assess the construct validity and reliability of MedSEQ respectively. Hierarchical multiple linear regressions were used to identify the factors that most impact students’ overall satisfaction with the program.
Results
A total of 1,719 students (34.50%) responded to MedSEQ. CFA showed good fit indices (root mean square error of approximation=0.051; comparative fit index=0.939; chi-square/degrees of freedom=6.429). All factors yielded good (α>0.7) or very good (α>0.8) levels of reliability, except the “online resources” factor, which had acceptable reliability (α=0.687). A multiple linear regression model with only demographic characteristics explained 3.8% of the variance in students’ overall satisfaction, whereas the model adding 8 domains from MedSEQ explained 40%, indicating that 36.2% of the variance was attributable to students’ experience across the 8 domains. Three domains had the strongest impact on overall satisfaction: “being cared for,” “satisfaction with teaching,” and “satisfaction with assessment” (β=0.327, 0.148, 0.148, respectively; all with P<0.001).
Conclusion
MedSEQ has good construct validity and high reliability, reflecting students’ satisfaction with the Medicine program. Key factors impacting students’ satisfaction are the perception of being cared for, quality teaching irrespective of the mode of delivery and fair assessment tasks which enhance learning.

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JEEHP : Journal of Educational Evaluation for Health Professions