Evaluation of the Educational Environments of Undergraduate Medicine and Pharmacy Programmes at the University of Zambia

Ezeala, Christian Chinyere; Moleki, Mary

doi:10.15171/rdme.2018.004

Cited by 11 publications

(9 citation statements)

References 24 publications

(23 reference statements)

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“…curriculum adopted by all pharmacy institutes in Pakistan is predefined, developing an effective educational environment that would inculcate 195 100, it indicates that a more positive educational environment is generally perceived in these institutes (Roff et al, 1997;Miles et al, 2012;). Similarly, scores of sub-scales for each of these institutes also fall within range reflecting a positive trend in the specific areas as well (Miles et al, 2012;Ezeala & Moleki, 2018).…”

Section: Discussionmentioning

confidence: 84%

“…Hence evaluation of the educational environment in academic institutes should be part of effective educational practice. The DREEM scale, a measure of institutional learning environment based on the student's perspective, has effectively been employed as a tool for this purpose (Ezeala & Moleki, 2018;Memon et al, 2018). As the private-sector is a relatively new partaker in pharmacy education and is exceeding in number over public-sector institutes, this study was conducted to ascertain how the educational environment prevailing in private-sector pharmacy institutes of Pakistan is perceived by the students.…”

Section: Resultsmentioning

confidence: 99%

“…DREEM was introduced in the late 1990s by a panel of 30 health professional educators and then validated through testing on students in several countries (Roff et al, 1997;Miles et al, 2012). The tool was originally designed for the assessment of the educational environment in medical and other health professions institutes but has also been employed and validated with little modifications for institutes offering pharmacy and other allied health professions and nonmedical education (Brown et al, 2011;Atapattu et al, 2015;Ezeala & Moleki, 2017;Ezeala & Moleki, 2018;Memon et al, 2018). The DREEM questionnaire constituting of 50 items, to be answered on a five-point Likert scale.…”

Section: Methodsmentioning

confidence: 99%

“…The learning environment of an institute comprises of all related factors that may affect the learning of the students including curriculum structure, teaching methodology, teaching/learning resources, organisational culture, and the style of institutional leadership (Ezeala & Moleki, 2018). Existence of a challenging and competitive environment in each area of the pharmacy profession requires knowledgeable, skilful and professionally groomed individuals to fulfil the expanding role of pharmacists.…”

Section: Introductionmentioning

confidence: 99%

“…Existence of a challenging and competitive environment in each area of the pharmacy profession requires knowledgeable, skilful and professionally groomed individuals to fulfil the expanding role of pharmacists. A conducive learning environment at pharmacy institutes is key to the effective delivery of pharmacy curriculum as well as the professional development of the students (Ezeala & Moleki, 2018). As the learning environment is both measurable and changeable, it is important to assess the educational environment of an institution regularly so as to identify the areas needing attention and to foster the areas of excellence, to ensure that students are provided with a conducive learning environment needed to advance students' performance and institutional development.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perception of the learning environment in private-sector pharmacy institutes of Pakistan

et al. 2020

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Introduction: A conducive learning environment is crucial to the effective delivery of curriculum and professional and social development of the students. This cross-sectional study was conducted to investigate students’ perception of the learning environment in private-sector pharmacy institutes of Pakistan. Methods: The overall learning environment and its various aspects were compared between different pharmacy institutes, year of study and gender. Questionnaires, based on the Dundee Ready Education Environment Measure (DREEM) and demographic information, were completed by 527 undergraduate pharmacy students enrolled at six private-sector pharmacy institutes in Pakistan. Participants were selected by convenience sampling and the scores were compared across grouping variables identified via demographic information. Results: The total DREEM score across the sample was 116.10±25.39 (mean ± S.D), indicating an overall positive perception of the learning environment among students of the private-sector pharmacy institutes. Similarly, the sub- scale scores also reflected students’ positive perception of various aspects of the educational environment including learning, teachers, institutional atmosphere, academic self-perception and social self-perception across the sample. Total DREEM score and sub-scale scores were consistent between male and female students and across all years of Pharm. D. programme included in this study. Scores of the individual institutes reflect the prevalence of an overall conducive learning environment in the private-sector pharmacy institutes under study. A comparison of the total DREEM score and sub-scale scores of the individual institutes also reflects that learning environment of a few institutes, as perceived by their respective students, is significantly better than the others. Conclusion: The positive perception held by the students of private-sector pharmacy institutes in Pakistan is suggestive of the existence of a conducive learning environment that is contributory towards students’ learning of professional and social abilities.

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Section: Discussionmentioning

confidence: 84%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ perception of the learning environment in private-sector pharmacy institutes of Pakistan

et al. 2020

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Development of a pharmacy educational environment questionnaire

Yeoh,

Foo,

Koh

et al. 2023

Currents in Pharmacy Teaching and Learning

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Curriculum reform and trainees’ perception of the pharmacy educational environment: a modified DREEM study

Yeoh

Kumwenda

Chew

2023

International Journal of Pharmacy Practice

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Objectives An undergraduate pharmacy curriculum reform was undertaken to meet the future healthcare demands of the people in Singapore. Understanding how educational reforms affect the learners’ perceptions of the learning environment is important for quality assurance. The primary aim of this study was to investigate how pharmacy trainees perceive their educational environment before and after curriculum reform. The secondary aim was to evaluate the strengths and areas for improvement of the educational environment in the new curriculum. Methods This was a retrospective cohort study of pharmacy trainees in Singapore. A modified version of the Dundee Ready Educational Environment Measure (mDREEM) was used to assess the pharmacy educational environment. Univariate analysis was used to compare the responses of trainees from the old and new curricula. Key findings The sample comprised 523 (93.7%) responses from the old and 677 (94.6%) from the new curriculum. The global mean scores for the mDREEM survey in the old and new curriculums were 150.4 and 156.2, respectively (P < 0.001). These results indicate that there was an increase in satisfaction with the new educational environment. In the new curriculum, the perceived educational environment varied across different pharmacy settings, and trainees rated their educational environment after graduation lower than that during their undergraduate training. Conclusion The findings demonstrate that curricular reforms can alter trainees’ perception of their educational environment. In our subgroup analyses, trainees’ perceptions of their educational environment changed as they progressed from the undergraduate to the postgraduate training phase. Further work is needed to explore the cause-and-effect relationships between curriculum design and implementation and the resulting perceived educational environment.

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Evaluation of the Educational Environments of Undergraduate Medicine and Pharmacy Programmes at the University of Zambia

Cited by 11 publications

References 24 publications

Students’ perception of the learning environment in private-sector pharmacy institutes of Pakistan

Students’ perception of the learning environment in private-sector pharmacy institutes of Pakistan

Development of a pharmacy educational environment questionnaire

Curriculum reform and trainees’ perception of the pharmacy educational environment: a modified DREEM study

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