Educational environment directly influences the learning process and allows the students to pay more attention on learning. This study was aimed to assess the students' perceptions on the educational environment at

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Researches show that the use of library in academic institutions is decreasing due to various reasons. One of the reasons for such decrease is that the less motivation towards further reading by traditional lecture based teaching and learning. This type of teaching-learning methods entirely drives away the selfmotivated learning. Whenever the students are encouraged for the self-directed learning, the usage of library will increase and in turn, it paves the way for students to gain broader knowledge on a particular subject. In this context, Problem Based Learning (PBL) is such an approach, which encourages the selfmotivated learning. PBL is a student driven process, through which the students set the pace thus the role of the teacher becomes one of the guide, facilitator and resource person. Most of the medical schools all over the world nowadays shifted their teaching learning program to PBL. The Faculty of Health-Care Sciences (FHCS) of Eastern University of Sri Lanka (EUSL) has also adopted the PBL approach. The present study investigated how the PBL have an impact on the use of library of Faculty of Health-Care Sciences. The library usage of students was recorded during PBL sessions and other academic sessions. The data obtained were analysed statistically using chi-squared test and student-t test. The results reveal that there is an association (p<0.05) between PBL session and increase in library usage and library usage significantly differs (p <0.05) between PBL session and other academic session. Further, results indicate that library usage has been increased significantly during the PBL session than other academic session.

Outcome based education has become vital in Medical curriculum worldwide. It's practiced successfully in many countries. After evidencing the practice worldwide, Eastern University, Sri Lanka (EUSL) developed its curriculum to outcome based. Identifying educational programme outcome is crucial process in outcome based educational practice. The educational outcomes of MBBS programme of EUSL have been matched with international standards. The graduate profile reflects the attributes of graduates, which is physician's potentials at the end of the course. Constructive alignment of curriculum is exhibited in accordance with the Sri Lanka Medical Council (SLMC) guidelines, MBBS programme outcome, the organization of learning contents, teaching learning experiences to achieve the intended learning outcomes and assessments for learning. Assessments for learning (formative assessments) are conducted at the end of the modules and feedbacks are expected to be given to drive the learning. Educational outcomes involve several competencies such as Knowledge, Skills and Attitude. There are several assessment methods have been followed to assess various attributes in EUSL. Teacher takes part in facilitating learning or mentoring students. Assessing the team work skills, critical thinking, problem solving are also the salient features as this outcome based medical curriculum has been implemented to foresee the graduates treating patients in a holistic manner. Bangladesh Journal of Medical Education Vol.10(1) 2019: 34-38