Students' perception of educational environment at Aga Khan University Medical College, Karachi, Pakistan.

Rehana Rehman,Faiza Alam,Syeda Sadia Fatima,Kulsoom Ghias,Mehwish Hussain

doi:10.12669/pjms.323.9562

Abstract

Objective:To assess educational environment in Aga Khan University Medical College (AKUMC) by Dundee Ready Educational Environmental Measure (DREEM) scale.Methods:A cross-sectional survey of students at the AKUMC with simple random sampling was carried out from June 2014 till March 2015. Responses in five subscales were used to calculate DREEM scores.Results:The average DREEM score was 125.77±16.8 with a reliability of 91.3%. With regards to subscales, on the 12-item students’ perceptions of learning (PoL) subscale, the maximum score was 48; 11 items of students’ perceptions of teachers (PoT) had a maximum score of 44; students’ academic self-perceptions (ASP) identified by 8 items showed maximum score of 32; students’ perceptions of atmosphere (PoA) with 12 items obtained maximum score 48 and students’ social self-perceptions (SSP) subscale of 7 items had a maximum score of 28.Conclusion:Students perceived a positive learning environment at AKUMC Karachi.

Highlights

Learning environment is one of main factors for regulating student learning and for evaluation of medical education programs.[1]
The 50 items are subsequently analyzed within five subscales created by combining specific items; 1) students’ perceptions of learning (PoL) (12 items, maximum score 48), 2) students’ perceptions of teachers (PoT) (11 items, maximum score 44), 3) students’ academic self-perceptions) (8 items: maximum score 32), 4) students’ perceptions of atmosphere (PoA) (12 items, maximum score 48) and 5) students’ social self-perceptions (SSP) (7 items: maximum score 28)
EE can best be interpreted in terms of overall and subscale scores, as well as item analysis of responses acquired by Dundee Ready Education Environment Measure (DREEM).[9]

Summary

Introduction

Learning environment is one of main factors for regulating student learning and for evaluation of medical education programs.[1] The effects of. 1-3,5: Department of Biological and Biomedical Sciences, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan. 4: Department of Research, Dow University of Health Sciences, Karachi, Pakistan

Methods

Results

Discussion

Conclusion