Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments

摘要: Abstract To advance emotion research in education, there is a need to develop practical and context-relevant measures of test the applicability theories using these measures. In two studies, we examined validity evidence self-report scale (the Medical Emotion Scale, MES) designed measure unique range emotions activated within medical education. Study 1, administered MES conducted interviews with trainees (N = 15). Content analysis demonstrated that captured an appropriate was alignment between responses interview responses. 2, measured trainees' (N = 60) for three learning environments. Results from principal components revealed structure according valence (negative, positive) novelty. The findings have implications measurement technology-rich environments beyond.