Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula

Ogun, Olufunmilola; Nottidge, Timothy E; Roff, Sue

doi:10.4314/gmj.v52i3.2

Cited by 11 publications

(11 citation statements)

References 26 publications

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“…On the other hand a study conducted in Nigeria to compare the perception of students on the educational environment in two Nigerian medical schools offering traditional and student-centered curricula, revealed that the older students in the teacher centered environment showed more positive perception of the educational environment than the younger students in the student centered curricula [ 16 , 19 , 23 ]. This difference might be because of the difference in the study participants of the two Nigerian medical schools.…”

Section: Discussionmentioning

confidence: 99%

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Anesthesia students’ perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study

2022

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Background Excellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students’ learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar. Methods A comparative cross-sectional study design was employed on 3rd and 4th year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students’ perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance. Result A total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students’ perception of teachers, students’ academic self –perception and students’ social self-perception showed positive correlation with students’ academic achievement (ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß = 0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 & P = 0.015 and ß = 0.13 & P = 0.023) respectively. Conclusion The perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students.

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Section: Discussionmentioning

confidence: 99%

“…The DREEM has a maximum score of 200, representing an ideal educational environment [ 5 , 7 , 16 – 18 ]. Individual items of the DREEM scores were classified as positive if the mean value is greater than 2 and negative if mean value is 2 or below [ 5 , 16 ]. Subscales of DREEM scores were described using mean values.…”

Section: Methodsmentioning

confidence: 99%

Anesthesia students’ perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study

2022

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“…The assessment of the learning environment in the nursing student participants of this study is more positive than negative, as in many studies where this tool was used [15,35,54,[60][61][62][63][64][65][66][67][68]. So far, only one study has been conducted that provides researchers with insight into the differences between personal and online teaching.…”

Section: Discussionmentioning

confidence: 99%

Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

et al. 2021

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At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.

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“…Respondents are presented with a statement and asked to select a response. Items 4,8,9,17,25,35,39,48 and 50 are negatively worded and these require recording prior to calculating the total and subscale scores. The DREEM tool's Cronbach alpha was 0.863.…”

Section: Dreemmentioning

confidence: 99%

Perception of medical students on their education environment: A quantitative study

Muganzi

Kintu

Nakandi

et al. 2023

Preprint

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Background Health care workforce is one of the six core components of a well-functioning and sufficient health system. The WHO highlights improving education and training of health workforce as one of the areas of focus for improving health. Medical education is a pillar of the health care workforce. Educational environment, the physical circumstances or conditions under which learning takes place is an important factor that determines the effectiveness of medical education. It’s academic and clinical effects are significant determinants of medical students’ attitudes, knowledge, skills, progression and behaviours. To ensure strong health systems, there is need for improvement in medical education. This has to be contextual and informed by locally relevant data. This study aimed at assessing Ugandan medical students’ perception of their learning environment. Methods This was a quantitative cross-sectional study among medical students across five medical schools in Uganda between December 2021 and February 2022. Participants filled an online questionnaire with a demographics section and the Dundee Ready Education Environment Measure (DREEM) tool. The data was analyzed using R Studio version 2021.09.0 + 351. The average score for each of the DREEM sub-scales and total DREEM score were calculated in addition to their relationship with demographic characteristics Results The average total DREEM score of the 335 participants was 112.27/200 (56.12%). We found that 69% (231/335) of the students had a positive perception while 31% had a negative perception of their learning environment. The sub-scale mean scores were as follows; Perception of Atmosphere – 25.14/48(52%), Social Self-perception − 14.94/28 (53%), Perception of Teachers − 24.86/44 (56%), Perception of Learning − 28.8/48 (59%) and Academic Self-perceptions – 19.04/32 (60%). “There is a good support system for students who get stressed” was the item with the lowest mean score (1.41/5) Conclusions The perception of medical students on their learning environment is just above average. This could negatively impact the quality of the health workforce. To ensure training of a robust health workforce, there is need for improvement in learning environment especially the atmosphere and social support.

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Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula

Cited by 11 publications

References 26 publications

Anesthesia students’ perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study

Anesthesia students’ perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study

Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire

Perception of medical students on their education environment: A quantitative study

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