Background: Educational Environment (EE) is defined around the learner which involves a network of interactive forces, conditions and external stimuli that has a direct impact on academic performance and wellbeing of the learner. Implementation of a holistic curriculum and its success depends on the educational environment of an institute. Our study aimed to explore the understanding of medical student’s perception of the EE and to ascertain the areas of strengths and deficiencies as well as to propose curative measures to overcome the paucities.
Methodology: This cross-sectional study was conducted among 554 students across four years of MBBS during the academic year 2021-2022. The DREEM questionnaire was used to measure students’ perceptions about the EE, which has five domains: Students’ perceptions of learning; students’ perceptions of teachers; students’ academic self-perceptions; students’ perceptions of atmosphere and students’ social self-perceptions. Students were asked to respond using a 5-point Likert-type scale. Data was analysed using suitable tests and statistical significance was set at p<0.05.
Results: The mean DREEM score was 137.28 ± 25.07 out of a maximum score of 200. The scores of the subscale were as follows: Student’s perception of learning 33.96 ± 5.48, student’s perception of teachers 29.87 ± 4.84, academic self-perception 23.36 ± 4.43, perception of atmosphere 32.54 ± 6.89 and social self-perception 17.55 ± 3.47. There were no significant differences in perception of educational environment among gender and across various years of MBBS.
Conclusion: The study denotes that there is a good standard upheld by the institute but there is a definite prospect of enhancement. Strengths and imperfections identified through the analysis will facilitate the course organizers to procure definitive steps towards excellence.
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