Perceptions of Academic Achievers and Under Achievers Regarding Educational Environment of Medical Colleges in Bangladesh

Nahar, Nurun; Talukder, HK; Khan, Tahir Ullah

doi:10.3329/bmj.v39i2.7029

Cited by 2 publications

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“…These findings are consistent with those of Nahar et al, who reported higher scores among high achievers compared to underachievers. 26 Moreover, our results are partially consistent with those of Mayya and Roff, who reported that higher achievers had better academic self-perceptions and SSP. 34 Thus, efforts should be directed to improving the perceptions of low achievers, which is evidently linked to their academic performances.…”

Section: Discussionsupporting

confidence: 90%

“…These two weaknesses, with similar scores, were reported in other studies where traditional curricula were delivered. 25 , 26 However, recently-structured curricula also suffer from a lack of emphasis on factual teaching, which might explain the poor perception of this item among students in the integrated curriculum in this study. 27 These findings require that more attention be paid to social accountability when designing curricula and endorsing community-based activities as integral components of an integrated system, besides periodic program monitoring and development.…”

Section: Discussionmentioning

confidence: 81%

“…Higher perception by females has been thoroughly reported in similar medical schools that implement different programs worldwide. 2 , 26 , 31 Other studies have reported variations that were not statistically significant between males and females perception. 17 , 32 Paradoxically, males in other studies showed a higher perception of their learning environment.…”

Section: Discussionmentioning

confidence: 89%

“…These results are consistent with those of previous studies. 14 , 26 , 29 Utilizing multiple instructional designs may solve the poor memorization problem. Additionally, periodic assessments of mental and physical health and involvement in extracurricular activities would bring more pleasure and enjoyment during the arduous journey of medical studies.…”

Section: Discussionmentioning

confidence: 99%

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Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course

Fayed¹,

Abdo²,

Sharif³

2022

AMEP

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Purpose Understanding learning environments is vital for developing curricula. This study aims to evaluate medical students’ achievements and perception of learning environments considering the Forensic Medicine and Clinical Toxicology course as an analog for the curricular transition process. Methods A cross-sectional study was conducted among undergraduate medical students at the Faculty of Medicine, Tanta University, from August 2020 to October 2021. Using the Dundee Ready Education Environment Measure (DREEM) questionnaire, the perception of 621 students (of which 307 were enrolled in the integrated curriculum and 314 in the traditional curriculum) were compared. Furthermore, the appropriate tests of significance and correlations were used to compare students’ perception according to their enrollment, age, gender, and previous year grade point average. Results The mean overall DREEM score was 121.04 ± 22.35, implying a more positive than negative learning environment, that is, a more positive learning perception, with students’ perceptions of teachers moving in the right direction, students’ academic self-perceptions getting more on the positive side, more positive attitudes regarding student’s perceptions of the learning environment, and not-too-bad student’s social self-perception. Medical students enrolled in the integrated curriculum showed higher DREEM scores, with significantly better learning and academic self-perceptions (p < 0.05). Knowledgeable, qualified faculties are the most significant characteristic feature in both systems. A significant number of students achieved excellent grades in the integrated curriculum (n = 740 out of 1076, 68.8%) than in the traditional one (n = 470 out of 961, 48.9%) (p < 0.0001). Conclusion This study revealed a smooth, successful transition from the traditional to integrated curriculum among Egyptian medical students. The main areas for improvements are focusing on factual teaching, implementing student-centered teaching activities, promoting students’ memorizing, and engaging students in activities that may help them enjoy learning.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

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Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course

Fayed¹,

Abdo²,

Sharif³

2022

AMEP

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Students perception of learning environment: A Base Line Study for identifying areas of concern at a Private Medical College, Bangladesh

Arzuman

Al-Mahmood²,

Islam

et al. 2016

Bangladesh J Med Sci

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Background: The importance of learning environment in teaching institution is increasingly being appreciated in terms of its effect on learning and outcome. Objective: The objective of this study was to explore students perception of learning environment for identifying measures to improve it of a private medical college, Bangladesh. Method: Two phase cross-sectional study combining quantitative and qualitative components was conducted among the students of a private medical college. In Phase I part the Dundee Ready Education Environment Measure (DREEM) inventory was used to obtain data for base line quantitative information on a total of 204 medical and final professional examinee students. Purposive sampling method was employed in this phase and the Item that scored >3 was categorised as highest and < 2 was categorised as lowest scored item. In Phase II part the highest and lowest score items were explored further by qualitative method of focus group discussions among teachers and students on two separate occasions. For focus group discussion a combination of 10 (clinical and preclinical) teachers and 10 students (2x5 =10) except the examinee batch were selected by convenience sampling method. The purpose and method of the focus group was clearly stated to the participants and a consent form was signed by one participant on behalf of the respective group. Results: The response rate was 100% in Phase I part of the study with a perceived global DREEM mean score was 120/200 (22.984) which indicated students positive perception towards the learning environment of ISMC. The global score for year 1, 2, 3, 4, 5 and examinee students were 133/200 (12.959); 134/200 (15.678); 127/200 (9.895); 112/200 (17.205); 67/200 (22.623) and 14/200 (22.984) respectively. The 1st year and 2nd year had highest global score whereas 5th year students had lowest score. The perceived Domains mean scores for Students Perception of Learning (SPoL) was 29.35/48 (8.189); Students Perception of Teacher (SPoT) 27.24/44 (5.195); Students Academic Self Perception (SASP) 18.69/32 (6.726); Students Perception of Atmosphere (SPoA) 28.09/48 (6.844) and Students Social Self Perception (SSSP) 14.65/28 (2.952) which indicated students positive perception in all five Domains of DREEM as well. Out of 50 items three scored >3 and 7 items scored <2 which were explored further by focus group discussions among teachers and students to know the underlying causes for such scores. many similar issues were identified by both the groups in focus group discussion. Conclusion: The combination of a quantitative and qualitative method revealed students positive perception and the strong and weak areas of the learning environment of ISMC. The findings were used in recommending remedial measure for creating an encouraging learning environment of ISMC which is one the main ingredient for effective learning.Bangladesh Journal of Medical Science Vol.15(2) 2016 p.234-242

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Perceptions of Academic Achievers and Under Achievers Regarding Educational Environment of Medical Colleges in Bangladesh

Abstract: Key words: perception; educational environment; academic achiever; academic under-achiever; medical collegeDOI: 10.3329/bmj.v39i2.7029Bangladesh Medical Journal 2010, 39(2) pp.2-10

Cited by 2 publications

References 0 publications

Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course

Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course

Students perception of learning environment: A Base Line Study for identifying areas of concern at a Private Medical College, Bangladesh

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Perceptions of Academic Achievers and Under Achievers Regarding Educational Environment of Medical Colleges in Bangladesh

Abstract: Key words: perception; educational environment; academic achiever; academic under-achiever; medical collegeDOI: 10.3329/bmj.v39i2.7029Bangladesh Medical Journal 2010, 39(2) pp.2-10

Cited by 2 publications

References 0 publications

Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course

Preclinical and Clinical Medical Students’ Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course

Students perception of learning environment: A Base Line Study for identifying areas of concern at a Private Medical College, Bangladesh

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Students perception of learning environment: A Base Line Study for identifying areas of concern at a Private Medical College, Bangladesh