Assessment of Undergraduate Medical Learners' Perception of the Learning Environment using Modified DREEM Questionnaire: A Cross Sectional Study
Abstract
Background: The students’ perception of the learning environment is important for proper learning to take place. Students’ reflection in this regard is also crucial in the accreditation process. Sudan has witnessed huge expansion in higher education which resulted in many challenges facing the educational environment. This study aimed to assess the medical students’ perception of the learning environment at a Sudanese University, October 2019.
Methods and material: The study was descriptive cross-sectional. Medical students from 2nd to 5th class were chosen proportionately, using systematic random technique. Calculated sample size was 330. Data was collected using selfadministered modified Dundee Ready Educational Environment Measure. 17 questions with total mean score of 68 involved assessment of five domains of the educational environment namely, Students’ perception of learning (SPL), Students̛ perception of teachers (SPT), Students’ academic self perception (SAS), Students’ perception of the atmosphere (SPA) and social self-perception (SSS). Data was analyzed using SPSS version 23.
Results: 315 students participated in the study with 95% response rate. Males were almost as twice as females. The total mean score was 37.8 out of 68 that means more positive than negative. 2 out of 3 SPL, 2 out of 5 SPA items, and one out of 3 SSS items were identified as problem areas. In total, 5 out of 17 items were identified as problematic. There was no statistically significant difference between males and females regarding the sub-groups (P >0.05). As regarding the association between students’ perception of the learning environment and academic achievement and class level; has shown significance only for the later with P values < 0.05 mainly between 5th and 3rd year.
Conclusion: Medical students’ perception of the learning environment at a Sudanese university was positive more than negative. Some items of the learning environment were in need of improvement. There was significant ascending difference between some of the classes in relation to perception of the learning environment. Recommendations: Adjustment of the learning environment and continuous evaluation of students’ perception
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Introduction
The learning environment is the physical, social, and psychological context in which students learn. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and distrust. Student’s perceptions of the medical school learning environment may change over time and be associated with student's year of training and may differ significantly depending on the student's gender or ethnicity.(1)
Medical education in Sudan started long ago. In 1924, the first medical school in the Sudan, Kitchener School of Medicine (KSM) was founded.(2)
Conclusion
Undergraduate medical students’ perception of the learning environment at a Sudanese university was positive more than negative. There were some areas in need for improvement. There was no significant gender difference of perception at subscale level. Differences in academic achievement were not significantly associated with differences in perception of the learning environment. The most significant difference in perception of the learning environment was between fifth and third year with probable growth across the academic years.