کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
3484283 | 1596854 | 2015 | 7 صفحه PDF | دانلود رایگان |
ObjectivesThe quality of the learning environment has been identified to be crucial for effective learning. Medical students' perceptions of learning environments provide a useful foundation for modifying and improving the quality of medical education. The aim of this study was to assess first-year medical students' perceptions of the learning environment in Universiti Kebangsaan Malaysia (UKM).MethodsThe Dundee Ready Educational Environment Measure (DREEM) questionnaire was distributed to all 213 first-year medical students of UKM. The questionnaire contained 50 items scored on a 0–4 Likert scale (total scores could range from 0 to 200). There were five subscales in the questionnaire, including students' perceptions about learning, teachers, atmosphere, academic self-perceptions, and social self-perceptions.ResultsThe total DREEM score recorded in this study was 135.6/200, which indicated that medical students' perceptions of the learning environment at UKM were more positive than negative. Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere and students' social self-perceptions scores were 33.04/48, 29.68/44, 22.16/32, 33.11/48 and 17.62/28, respectively. The total DREEM score was significantly higher among female (137.02/200) than male medical students (130.84/200) (p < 0.05). There was no relationship between the students' perceptions of the learning environment and their academic performance (R = −0.06, p > 0.05).ConclusionThe study showed that first-year medical students at UKM positively perceived their learning environment. Some low-scoring areas of the learning environment were also identified, which require improvement in the future.
Journal: Journal of Taibah University Medical Sciences - Volume 10, Issue 4, December 2015, Pages 454–460