scholarly journals Medical Students’ Perceptions of the Medical Education Learning Environment at the University of Nairobi: II. A Qualitative Study

2021 ◽  
Vol 18 (2) ◽  
pp. 103-108
Author(s):  
Daniel Ojuka ◽  
Faith Aseta ◽  
Beth Githambo ◽  
Brian Wambua
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Educational Environment ◽  
Group Discussions ◽  
Educational Structure ◽  
Education Environment ◽  
The Social ◽  
The University ◽  
Voice Recorder

Background: The educational environment (EE) has a significant influence on effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. A DREEM survey done in early 2019 among medical students at the University of Nairobi highlighted many problems. It was therefore important to explore why such perceptions existed among the medical students. Objectives: To explore medical students’ perceptions ofthe medical education learning environment at the University of Nairobi. Methods: Qualitative focus group discussions (FGD) were held among medical students in years III to VI in groups of between 8and 12students. The discussions were recorded using a Samsung J6 phone voice recorder, transcribed, coded, and analysed for themes until saturation was reached. Results: We held six FGD with medical students in years III to VI and identified four thematic areas: 1) poor educational infrastructure, 2) poor educational structure, 3) teacher-centred teaching, and 4) lack of social support for students in difficulties. Conclusion: Exploring the perceptions of the EE confirmed students have a poor view of the educational environment. The issues raised are good feedback on teaching, governance and the social culture of the institution. Keywords: Learning environment, DREEM, Medical students, Qualitative methods 

scholarly journals The Medical Education Environment at the University of Nairobi, Kenya: An Assessment with the DREEM Tool

2021 ◽  
Vol 18 (2) ◽  
pp. 96-102
Author(s):  
Daniel Ojuka ◽  
Faith Aseta ◽  
Beth Githambo ◽  
Brian Wambua
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
School Of Medicine ◽  
Education Environment ◽  
The University ◽  
Supportive Learning Environment

Background: The supportive learning environment can enhance impartating of knowledge and skills. Objective: To assess the learning environment at the School of Medicine of the University of Nairobi using the Dundee Ready Educational Environment Measure(DREEM) tool. Methods: A cross-sectional survey carried in 2019 out among medical students during their clinical years to obtain their perceptions about the learning environment at the School of Medicine of the University of Nairobi. The DREEM tool was used for the survey. Data were entered and analyzed in SPSS version19. Comparisons were performed using analysis of variance (ANOVA). p≤0.05 was consideredstatistically significant. Results: We obtained 619 responses (77.4%) from 800 tools distributed. The total mean score of DREEM was 93.3/200. This is a 46.7%score overall indicating a poor perception of the learning environment. Year IV was the class with the poorest perception with a p<0.05. Conclusion: The DREEM score shows numerous problems, with perception of learning and social support being the areas requiring themost improvement. Although teachers are knowledgeable, students are wary of their ability to transfer knowledge and skills. Keywords: Learning environment, DREEM, Medical students

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

scholarly journals Medical students’ perception of their educational environment during foundation course

2020 ◽  
Vol 8 (4) ◽  
pp. 1537
Author(s):  
Shreekrishna Maharjan ◽  
Tripti Shakya
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Environment ◽  
Social Self ◽  
Self Perception ◽  
School Of Medicine ◽  
Education Environment ◽  
Item Scores ◽  
Factual Learning ◽  
Enhance Student Learning

Background: Learning environment is how students perceive the climate of an institution. The strength and weakness of learning environment should be identified to help change, adjust and manage training programs with objectives for improving learning quality. Dundee Ready Education Environment Measure (DREEM) is a validated tool designed to measure educational environment specifically for medical schools and other health profession institutions. This tool has been used in 20 countries, including Nepal. The aim of this study was to determine the perception of medical students of Foundation Course toward their learning environment using this tool.Methods: The study was conducted among the medical students attending Foundation Course in School of Medicine at Patan Academy of Health Sciences in Nepal using the DREEM tool.Results: Total mean of DREEM score was 150.51 and that of subscales for Students' Perception of Learning (SPL), Students' Perception of Teachers (SPT), Students' Academic Self-Perception (SASP), Students' Perception of Atmosphere (SPOA) and Students' Social Self-Perception (SSSP) were 36.96/48, 34.01/44, 23.96/32, 36.03/48 and 19.55/28 respectively. In item scores, students scored more than 3 for 29 items, between 2 and 3 for 20 items and only 1 item received less than 2 score indicating an issue requiring attention on overemphasis of factual learning during the course.Conclusions: Students have a positive perception about their educational environment. Their perception is a valuable resource for institutional curriculum planners to make appropriate changes to enhance student learning. It is important to get feedbacks from students on how they are experiencing their learning environment.

scholarly journals Students' perceptions of the educational environment in an Iranian Medical School, as measured by The Dundee Ready Education Environment Measure

2014 ◽  
Vol 40 (1) ◽  
pp. 36-41 ◽  
Author(s):  
H Bakhshi ◽  
MH Bakhshialiabad ◽  
Gh Hassanshahi
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Learning Environment ◽  
Medical School ◽  
Statistical Tests ◽  
Educational Environment ◽  
Social Self ◽  
Education Environment ◽  
Significant Difference ◽  
Married Students

Learning environment is found to be important in determining students’ academic success and learning. The goal of this study was to investigate the viewpoints of medical students toward learning environment based on The Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). This descriptive study was conducted using the Persian DREEM questionnaire. All medical students in basic and clinical courses except internship students (fifth and sixth year) were approached to participate during the study period, of which 223 provided consent and completed the survey. Data were analyzed by SPSS-17, t-test and ANOVA statistical tests were used. The mean total score was 113.8±17.31 (out of a maximum of 200, 56.9%) indicating relative satisfaction with the perceived environment. There were no individual areas of excellence. Some items scored consistently badly indicating cause for concern. The highest score were related to Academic Self-Perception (64.11%) and learning (57.2%) domains. The lowest score were related to Teachers (55.9%), Social Self-Perceptions (56.6%) and atmosphere (55.8%) domains. Basic science students perceived the environment to be significantly more positive than preclinical students (p<0.05). Native and married students perceived the environment to be significantly more positive (p<0.05). Second and fourth year students were significantly higher than the others (P<0.01). There was significant difference between mean scores of total mean DREEM and sub-domains by year of enrolment (p=0.001). This tool identified areas of concern within RUMS medical school. Further use of the DREEM as a monitoring tool would be useful to re-evaluate the environment following appropriate intervention. To create an appropriate educational environment and reduce the deficits in order to provide a better learning environment with facilitate and supportive system for students. DOI: http://dx.doi.org/10.3329/bmrcb.v40i1.20335 Bangladesh Med Res Counc Bull 2014; 40: 36-41

scholarly journals Introduction of a new teaching method to support Professional Identify Formation in medical students 

2020 ◽  
Author(s):  
Salome Scholtens ◽  
Hedwig Boer ◽  
Margreet Smit ◽  
Jan Jacob Stam ◽  
Pieter C Barnhoorn ◽  
...  
Keyword(s):  
Medical Education ◽  
Social Context ◽  
Medical Students ◽  
Medical Curriculum ◽  
Teaching Method ◽  
Implicit Knowledge ◽  
Perceived Usefulness ◽  
The Social ◽  
Identify Formation ◽  
The University

Abstract Professional Identify Formation is regarded as fundamental to medical education. It involves a process of socialisation where knowledge is often acquired unconsciously via social interaction. Concrete teachings to support and mediate this socialisation process are difficult to implement, because of the implicit nature of the transferred knowledge. Before effective reflection can start, the implicit knowledge has to become explicit. The authors argue that training based on the Systemic Constellation method may be a promising way to support Professional Identify Formation among medical students, by increasing students’ awareness of their own socialisation process and the implicit knowledge that they have acquired. By visualising their social context with a group of students, the method is effective in making explicit the social context and the values, beliefs, perspectives that are present. This creates the possibility to discuss these values, beliefs, perspectives and explore differences, and stimulates individual and group reflection. The method is already widely used in business settings, but not yet in the medical education setting. This article presents how this new training method was implemented in the undergraduate medical curriculum of the University of Groningen, the Netherlands, and discusses its feasibility, acceptance and perceived usefulness by medical students.

scholarly journals Climate study in different phases of medical students of medical colleges of Bangladesh

2012 ◽  
Vol 1 (1) ◽  
pp. 29-36
Author(s):  
Nurun Nahar ◽  
Md Humayun Kabir Talukder ◽  
Md Tafazzal Hossain Khan ◽  
Tahmina Nargis ◽  
Shegufta Mohammad ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Educational Environment ◽  
Social Self ◽  
Purposive Sampling ◽  
Medical College ◽  
Education Environment ◽  
The Mean ◽  
Climate Study

Climate is the soul and spirit of medical college and students’ experiences of the climate are a useful basis for modifying and improving the quality of educational environment. The present study was undertaken to identify how the students perceive the educational environment in a newly restructured curriculum using the Dundee Ready Education Environment Measure (DREEM). The inventory was administered to 1903 medical students (3rd, 4th and 5th year) of MBBS course adopting purposive sampling. The mean DREEM total score and mean score for five essential domains were found significantly different in different phase of medical students. DREEM total score were found to be highest for 3rd year students (119/200) and lowest for 5th year students (105/200) but all the three groups of students perceive the environment as positive. 3rd year students also scored high than 4th and 5th year students in five domains. All the three groups of students identify problems in environment and give opinion that there are many issues need to improve with special attention to perception of atmosphere and social self perception. The results are the first data obtained from the students about the educational environment and give important feedback to curriculum planners and change managers of the faculty for necessary improvement. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12856 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.29-36

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Reliability of residents’ assessments of their postgraduate medical education learning environment: an observational study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Paul L. P. Brand ◽  
H. Jeroen Rosingh ◽  
Maarten A. C. Meijssen ◽  
Ingrid M. Nijholt ◽  
Saskia Dünnwald ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Observational Study ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Teaching Hospitals ◽  
Social Desirability Bias ◽  
Education Environment ◽  
Continuous Scale ◽  
Set Up

Abstract Background Even in anonymous evaluations of a postgraduate medical education (PGME) program, residents may be reluctant to provide an honest evaluation of their PGME program, because they fear embarrassment or repercussions from their supervisors if their anonymity as a respondent is endangered. This study was set up to test the hypothesis that current residents in a PGME program provide more positive evaluations of their PGME program than residents having completed it. We therefore compared PGME learning environment evaluations of current residents in the program to leaving residents having completed it. Methods This observational study used data gathered routinely in the quality cycle of PGME programs at two Dutch teaching hospitals to test our hypothesis. At both hospitals, all current PGME residents are requested to complete the Scan of Postgraduate Education Environment Domains (SPEED) annually. Residents leaving the hospital after completion of the PGME program are also asked to complete the SPEED after an exit interview with the hospital’s independent residency coordinator. All SPEED evaluations are collected and analysed anonymously. We compared the residents’ grades (on a continuous scale ranging from 0 (poor) to 10 (excellent)) on the three SPEED domains (content, atmosphere, and organization of the program) and their mean (overall department grade) between current and leaving residents. Results Mean (SD) overall SPEED department grades were 8.00 (0.52) for 287 current residents in 39 PGME programs and 8.07 (0.48) for 170 leaving residents in 39 programs. Neither the overall SPEED department grades (t test, p = 0.53, 95% CI for difference − 0.16 to 0.31) nor the department SPEED domain grades (MANOVA, F(3, 62) = 0.79, p = 0.51) were significantly different between current and leaving residents. Conclusions Residents leaving the program did not provide more critical evaluations of their PGME learning environment than current residents in the program. This suggests that current residents’ evaluations of their postgraduate learning environment were not affected by social desirability bias or fear of repercussions from faculty.

scholarly journals Perceptions of Intimidation in the Psychiatric Educational Environment in Edmonton, Alberta

2002 ◽  
Vol 47 (6) ◽  
pp. 562-567 ◽  
Author(s):  
Phil Tibbo ◽  
CJ de Gara ◽  
Treena M Blake ◽  
Carolyn Steinberg ◽  
Brian Stonehocker
Keyword(s):  
Learning Environment ◽  
Personal Experience ◽  
Response Rates ◽  
Educational Environment ◽  
University Hospital ◽  
Teaching Hospitals ◽  
Personal Experiences ◽  
Teaching Faculty ◽  
Student Interns ◽  
The University

Objective: To examine the perceptions of intimidation in the psychiatric educational environment in Edmonton, Alberta. Methods: We distributed a 7-point modified Likert scale questionnaire that included questions with respect to intimidation perceptions and experience in psychiatry during a 1-week period to all student interns on psychiatry rotations, residents, and teaching faculty in the 5 teaching hospitals in Edmonton. Results: A total of 92 individuals responded, with response rates of 81% for faculty, 82% for residents, and 84% for students. Response rates did not differ among sites. While there were differences between site and group with respect to comparing the perceived intimidation in psychiatry with other specialties, respondents did not view psychiatry as worse than other specialties. Although, overall, women perceived intimidation as more prevalent at their sites than did men, the overall means reflect sites that are relatively free from intimidation. Faculty and student interns within sites, except for the university hospital, tended to disagree on management's approach to perceived intimidation. All groups, however, reported little personal experience and felt their sites had little tolerance for intimidators. Conclusions: Reported perceptions and personal experiences of intimidation within the psychiatric learning environment in Edmonton are low.

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