MEDICAL STUDENTS’ PERCEPTIONS OF THEIR LEARNING ENVIRONMENT AT LAHORE MEDICAL AND DENTAL COLLEGE LAHORE
Abstract
Background: The present study was designed to assess medical students’ perceptions of their learning environment at Lahore Medical and Dental College, Lahore. Methods: It was a cross-sectional descriptive study conducted at Lahore Medical and Dental College, Lahore. Five hundred and thirty-three students participated in this study. A questionnaire was used as a study tool, comprising of demographic information and the ‘Dundee Ready Education Environment Measure’ (DREEM) inventory. Data was entered and analyzed using SPSS 21 package. A comparison of scores between different MBBS classes was done by using ANOVA. Comparison of scores between gender and high school education was done by using Mann-Whitney U tests. Results: Study population included 62% females and 32% males. About 58% of the participants were between 18–21 years and 42% were between 22–25 years of age. The mean total DREEM score was 120.27/200. The mean score of the domains: ‘Students’ perceptions of learning’ was 28.31/48, ‘Students’ perceptions of teaching’ was 26.92/44, ‘Students’ academic self- perceptions’ was 21.37/32, ‘Students’ perceptions of atmosphere’ was 27.72/48, and ‘Students’ social self- perceptions’ was 16.40/28. Total DREEM and its subclasses score was significantly higher in F. Sc. students than the students with A level/American board (p-value <0.001). When DREEM scores were analyzed according to gender, perceptions of both male and female were positive. Age had no significant bearing on the total DREEM scores or scores in its subclasses. Conclusion: Overall perceptions or experiences of the MBBS students of their learning environment at Lahore medical and Dental College, Lahore were more positive.Keywords: Learning environment; DREEM inventory; Students’ perceptionswere more positiveReferences
Jawaid M, Raheel S, Ahmed F, Aijaz H. Students’ perception of educational environment at public sector medical university of Pakistan. J Res Med Sci 2013;18(5):417–21.
American Medical Association. Initiative to Transform Medical Education: Strategies for Transforming the Medical Education Learning Environment. Chic IL Am Med Assoc 2008.
Hutchinson L. ABC of learning and teaching: educational environment. BMJ 2003;326(7393):810–2.
Al-Kabbaa AF, Ahmad HH, Saeed AA, Abdalla AM, Mustafa AA. Perception of the learning environment by students in a new medical school in Saudi Arabia: Areas of concern. J Taibah Univ Med Sci 2012;7(2):69–75.
Miles S, Leinster SJ. Medical students' perceptions of their educational environment: expected versus actual perceptions. Med Educ 2007;41(3):265–72.
Miles S, Swift L, Leinster SJ. The Dundee Ready Education Environment Measure (DREEM): a review of its adoption and use. Med Teach 2012;34(9):e620–34.
Al-Ayed IH, Sheik SA. Assessment of the educational environment at the College of Medicine of King Saud University, Riyadh. East Mediterr Health J 2008;14(4):953–9.
Al-Hazimi A, Zaini R, Al-Hyiani A, Hassan N, Gunaid A, Ponnamperuma G, et al. Educational environment in traditional and innovative medical schools: a study in four undergraduate medical schools. Educ Health (Abingdon). 2004;17(2):192–203.
Aghamolaei T, Fazel I. Medical students’ perceptions of the educational environment at an Iranian Medical Sciences University. BMC Med Educ 2010;10:87.
Carmody DF, Jacques A, Denz-penhey H, Puddey I, Newnham JP. Perceptions by medical students of their educational environment for obstetrics and gynaecology in metropolitan and rural teaching sites. Med Teach 2009;31(12):e596–602.
Ebrahim S, kojuri J. Comparison of two educational environments in early clinical exposure program based on Dundee Ready Educational Environment Measure. J Adv Med Educ Prof 2013;1(1):36–7.
Hammond SM, O’Rourke M, Kelly M, Bennett D, O’Flynn SA. Psychometric appraisal of the DREEM. BMC Med Educ 2012;12:2.
Khan JS, Tabasum S, Yousafzai UK, Fatima M. DREEM on: validation of the Dundee ready education environment measure in Pakistan. J Pak Med Assoc 2011;61(9):885–8.
Roff S, McAleer S. What is educational climate? Med Teach 2001;23(4):333–4.
Al-Mohaimeed A. Perceptions of the educational environment of a new medical school, Saudi Arabia. Int J Health Sci 2013;7(2):150–9.
McAleer S, Roff S. A practical guide to using the Dundee Ready Education Environment Measure (DREEM). AMEE Educ Guide 2001;23:29–33.
Genn JM. AMEE medical education guide no. 23 (part 2): Curriculum, environment, climate, quality and change in medical education: A unifying perspective. Med Teach 2001;23(5):445–54.
Umber A, Khan S, Ihsan S. Educational Environment at University Medical and Dental College, FSD. Ann King Edw Med Univ 2011;17(3):292–8.
Gade S, Chari S. Students perception of undergraduate educational environment in multiple medical institutes across Central India using Dreem inventory. Natl J Integr Res Med 2013;4(5):125–31.
Kohli V, Dhaliwal U. Medical students’ perception of the educational environment in a medical college in India: a cross-sectional study using the Dundee Ready Education Environment questionnaire. J Educ Eval Health Prof 2013;10:5.
Pai PG, Menezes V, Srikanth, Subramanian AM, Shenoy JP. Medical students’ perception of their educational environment. J Clin Diagn Res 2014;8(1):103–7.
Dashputra A, Chari S, Gade S. Perception of Educational Environment in a Private Medical College in Central India. Int J Edu Sci 2014;6(6):489–96.
Montazeri H, Beigzadeh A, Shokoohi M, Bazrafshan A, Esmaili M. Perceptions of students and clinical instructors of academic learning environments at Yazd University of Medical Sciences. Res Dev Med Educ 2012;1(2):65–70.
What Is Difference Between Matric and O Level? [Internet]. [cited 2016 Oct 6]. Available from: http://sekho.com.pk/educational-articles/what-is-difference-between-matric-and-o-level-in-pakistan/
Siddique H. Science students prefer matric to O-level 2011. [Internet]. [cited 2016 Oct 6]. Available from: www.pakistantoday.com.pk›Lahore.
Published
Issue
Section
License
Journal of Ayub Medical College, Abbottabad is an OPEN ACCESS JOURNAL which means that all content is FREELY available without charge to all users whether registered with the journal or not. The work published by J Ayub Med Coll Abbottabad is licensed and distributed under the creative commons License CC BY ND Attribution-NoDerivs. Material printed in this journal is OPEN to access, and are FREE for use in academic and research work with proper citation. J Ayub Med Coll Abbottabad accepts only original material for publication with the understanding that except for abstracts, no part of the data has been published or will be submitted for publication elsewhere before appearing in J Ayub Med Coll Abbottabad. The Editorial Board of J Ayub Med Coll Abbottabad makes every effort to ensure the accuracy and authenticity of material printed in J Ayub Med Coll Abbottabad. However, conclusions and statements expressed are views of the authors and do not reflect the opinion/policy of J Ayub Med Coll Abbottabad or the Editorial Board.
USERS are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
AUTHORS retain the rights of free downloading/unlimited e-print of full text and sharing/disseminating the article without any restriction, by any means including twitter, scholarly collaboration networks such as ResearchGate, Academia.eu, and social media sites such as Twitter, LinkedIn, Google Scholar and any other professional or academic networking site.
