Learning Environment of Basic Health Sciences in Private (Integrated) versus Public (Traditional Curriculum) Medical Schools during COVID-19

Abstract

Background: Educational environment (EE) plays a pivotal role in the academic growth of a medical student. The objective of the study was to compare the perception of a learning environment in Basic Health Sciences by first and second-year MBBS students of private and public medical colleges in Lahore, Pakistan during Covid-19 using a questionnaire. Methods: Data was collected from students (146) through a self-reported questionnaire via Google. dox after obtaining consent. A total score between 151 and 200 was considered excellent. A score between 101 and 150 indicated a positive approach while less than 100 was considered problematic. A score >3.5 for individual items indicate the presence of the specific aspect of the educational environment, whereas, <3 score requires attention. The t-test was used for analysis and p<0.05 was considered significant. Results: Out of 146 students 84(51.21%) were from private medical colleges while 62(42.46%) were from public medical colleges. The students of private medical colleges who follow the integrated curriculum found the learning sessions (27.84±7.40) were more student-centered with supporting online classes (2.75 ± 1.01) (p<0.05). Multiple softwares found that the tutorial sessions improved their problem-solving skills (>2.5). Teachers were helpful in stress management during the pandemic (>3). Proper counselors were employed by the private medical schools to cater to the needs of students who required assistance. Conclusion: A significantly high mean score was obtained from private-sector medical students regarding students’ perception of learning (SPL), students’ perception of teachers (SPT), and students’ academic self-perception (SASP), compared to public medical colleges. Keywords: Learning Environment; Questionnaire; Medical Students; Perception; Integrated.