A rapid appraisal of educational environment of an evolving medical school in northern India
Journal Title: International Journal of Medical Science and Public Health - Year 2017, Vol 6, Issue 10
Abstract
Background: One needs to assess the learning environment to identify the lacunae so that appropriate and timely remedial measures can be undertaken and gaps can be bridged to enhance the students’ learning experience. Objectives: The objective of this study is to evaluate the students’ perception on learning environment in an evolving Indian Medical School. Materials and Methods: The Dundee Ready Educational Environment Measure (DREEM) questionnaire was given to 282 students during November 2015 to January 2016. The questionnaires were handed out to the students in the classrooms by the authors themselves just after the completion of classes. The time allocated for the completion of the questionnaire was 45 min. Results: Overall DREEM score was 130.63/200. The mean score for student’s perceptions of learning (SPL) was 31.51/48 (standard deviation [SD] = 9.68); for student’s perceptions of teachers (SPT) 28.04/44 (SD = 8.12); for student’s academic self-perceptions 21.5/32 (SD = 6.81); for student’s perceptions of atmosphere 32.46/48 (SD = 9.96); and for student’s social self perceptions (SSSP) 17.12/28 (SD = 6.11). Mean DREEM values were highest among males and females of 2nd year. In the domain of SPL, students were of the view that teachers were teaching more of the facts and figures in the classrooms. In the domain of SPT, students were in the view that teachers ridicule them. In the domain of SSSP, students did not feel the existence of good support system for stressed students. Conclusion: Targeted interventions are needed in identified areas to bridge the gap and make the learning experience more soothing for our students. Mentoring may be introduced to interact the students and help them in creating the better support system for them.
Authors and Affiliations
Sulabha M Naik, Abhishek Singh
Keywords
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- EP ID EP332579
- DOI 10.5455/ijmsph.2017.0720827072017
- Views 48
- Downloads 0
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