Perception of the learning environment by students in a new medical school in Saudi Arabia: Areas of concern

Al-Kabbaa, Abdulaziz F; Ahmad, Hashim Hassan; Saeed, Abdalla A.; Abdalla, Abdelshakour M.; Mustafa, Ali

doi:10.1016/j.jtumed.2012.11.001

Cited by 25 publications

(32 citation statements)

References 27 publications

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“…have the lowest mean score for this domain, although there was no significant difference among the three levels of study. Our findings is in agreement with those of (Al- Kabbaa et al, 2012;Mohd et al, 2009;Bakhshialiabad et al, 2015) who observed lower scores for the senior students. They postulated that the senior students having lost the initial euphoria of being clinical students, are discontent and are looking forward to graduating from school after years of training.…”

Section: South-east Asian Journal Of Medical Educationsupporting

confidence: 93%

Perception of Learning Environment among Clinical Students of a Tertiary Hospital

Asani

Usman

2018

SE Asian Jnl Med Educ

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Objectives: To determine the perception of the learning environment of the clinical students of Bayero University Kano, Nigeria. Methods: This was a cross-sectional observational study involving the 400, 500 and 600 levels clinical students. Ethical approval was obtained. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess the perception of the students. All data were analyzed by the SPSS version 16. The difference between the classes was analyzed using one-way ANOVA while student's t-test was used to analyze the difference between the genders. A p value of ≤0.5 was taken as the level of statistical significance. Results: There were 205 students, with a male female ratio of 1.7:1. The global DREEM mean score was 136.02 ±6.66 out of a possible maximum total of 200. There was no significant difference between the levels in all five domains of learning environment. Female students had a more positive view on students' perception of learning and teachers only. Conclusion: Students are more positive in their perception of all the five domains of the learning environment. No domain was rated as excellent hence there is room for improvement. The only identified troublesome area is the lack of adequate facilities for the management of stress. Students will benefit from adequate social and psychological support from the teaching and non-teaching staff of the faculty.

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Section: South-east Asian Journal Of Medical Educationsupporting

confidence: 93%

Perception of Learning Environment among Clinical Students of a Tertiary Hospital

Asani

Usman

2018

SE Asian Jnl Med Educ

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“…Hence assessing the educational environment is of vital importance. (Al-Kabbaa Ahmad, Saeed, Abdalla & Mustafa, 2012). Based on the present study's findings there was a significant difference between actual and expected environments.…”

Section: Discussionsupporting

confidence: 50%

Creating a positive learning environment for adult

Mostafa

2017

IJLT

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The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process. The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni -Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni-Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1): Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment

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“…It has been reported that the learning environment and how students perceive it affect their learning and attitudes toward the curriculum, as well as their future practice as professionals (Lawrenz, ; Çakıroğlu and Çakıroğlu, ; Telli et al, ; Veerapen and McAleer, ; Al‐Kabbaa et al, ; Bakhshialiabad et al, ). Moreover, Özcan () reported that learning difficulties can positively or negatively affect students’ motivation and achievements.…”

Section: Introductionmentioning

confidence: 99%

Students’ Views on Difficulties in Learning Histology

Garcı́a

Victory

Navarro‐Sempere

et al. 2018

Anatomical Sciences Ed

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The aim of this study was to provide a better understanding of the main difficulties hindering undergraduate biology students in learning histology. The study utilized a selfadministered questionnaire which included three closed-ended and two open-ended questions: (1) if students had difficulty in learning about each tissue type;(2) what might be the problem in learning about the tissue at hand; (3) which topics were the most difficult; (4) what were the possible reasons that made image identification of tissue types difficult; and (5) how to improve the course curriculum from a student perspective. The survey was administered to 139 undergraduate biology students enrolled in a histology course, of which 101 surveys were completed and analyzed both qualitatively and quantitatively. The topics that students experienced the most difficulties with were: nervous tissue, plant tissues, bone tissues, and glandular epithelial tissue. The main reasons students experienced difficulties with these tissue types, according to the students themselves, were the nature of the topic, grasping the terminology used, and insufficient teaching time. Students suggested the adoption of strategies such as: teaching based on practical tasks; reducing the content of the histology curriculum; adding anatomy subjects; and making histology education more interesting. Anat Sci Educ 12:541-549.

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Perception of the learning environment by students in a new medical school in Saudi Arabia: Areas of concern

Cited by 25 publications

References 27 publications

Perception of Learning Environment among Clinical Students of a Tertiary Hospital

Perception of Learning Environment among Clinical Students of a Tertiary Hospital

Creating a positive learning environment for adult

Students’ Views on Difficulties in Learning Histology

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