Perceptions Of Learning Environment Research Articles

Evaluation of Medical College Learning Environment: A students' Perception of University College of Medicine & Dentistry, University of Lahore

Background: The educational setting in medical schools influences education quality and student satisfaction. Knowing students' views on learning environment is crucial as more enroll in private medical colleges. This study assesses the learning environment of University College of Medicine & Dentistry, University of Lahore, through students' perspectives using the John Hopkins Learning Environment Scale. The aim is to identify areas for enhancement and improve the educational experience.Objective: The objective of current study was to assess the perception of medical and dental undergraduate students about their learning environment at Medical and Dental College of University of Lahore.Materials and Methods: This analytical Cross-sectional study was conducted in University College of Medicine & Dentistry, University of Lahore. The Study was conducted from 12 April 2022 to 22 October 2022. Sample of the study was 214 medical and dental students. Data was collected using Johns Hopkins Learning Environment Scale (JHLES). Independent sample t test was used to explore the difference of MBBS and BDS students' perception about learning environment.Results: A significant difference was found between the perception of medical and dental students in terms learning environment (t=2.45, P=.015). Perception of medical students about the learning environment of was more positive (92.57±10.03) as compared to dental students (89.22±9.97).Conclusion: Medical students of University College of Medicine & Dentistry, The University of Lahore perceived learning environment more positive as compared to dental students. This is due to the better quality of physical space and facilities available for medical students compared to dental students.Keywords: Community of peers, Dental students, Johns Hopkins Learning Environment Scale (JHLES), Medical students, Physical space,

Combining self-reported and clickstream data to understand university students’ learning experiences and outcomes in flipped classrooms

This study examined the relationships between students’ self-reported perceptions of learning environment, students’ course marks, learning strategy and online study duration measured by clickstream data in an undergraduate flipped classroom course amongst a cohort of Australian first-year university students. The clickstream data identified two groups of students using two distinct learning strategies focusing either on completing the assessments in the course or on the learning activities preparing for the face-to-face learning. Students’ perceptions of learning environment were measured by a self-reported questionnaire. Using cluster analysis, students were grouped as either having positive or negative perceptions. Of the students who adopted a learning strategy focusing on assessments, a significantly higher proportion of them hold negative perceptions of learning environment. In contrast, amongst students who used a learning strategy focusing on completing the preparation activities, a significantly lower proportion of them had negative perceptions. Furthermore, students who hold negative perceptions were also found to study less hours than their classmates who had positive perceptions. The multiple regression analyses showed that self-reported perceptions could explain only 4.8% of variance in students’ course marks, whereas learning strategy and online study duration measured by clickstream data predicted around 17.2% of variance in students’ course marks.

Psychological safety in students’ clinical learning environment – thematic analysis of open-ended questions and DREEM questionnaire assessment

Introduction: The learning environment impacts students’ motivation, success and fulfilment, and central to this is the psychological safety of students. Psychologically safe environments lead to collaboration, positive learning experiences and effective practitioners. This study assessed the perception of clinical learning environments of medical and nursing students (NSs) using the Dundee Ready Education Measure (DREEM) and with two open-ended questions (OEQs): their memorable learning experience and the effect of being in medical school on their lives. Methods: This was a cross-sectional study using validated DREEM questionnaires and two OEQs: ‘tell us about a memorable learning experience in medical/nursing school’ (MLE) and ‘what impact has your time in medical/nursing school had on your life’ (IoL). Data were collected from fourth- to sixth-year clinical medical, and first- to third-year NSs. Questionnaire data were analysed using the Statistical Package for Social Sciences. For the OEQs, an inductive approach was used for coding and thematic analysis. Coding was both semantic and interpretive. Results: One hundred and ninety-three students completed the validated questionnaires. Fifty-seven (29%) and 59 (30%) answered the OEQs MLE and Impact IoL, respectively. Thirty-four per cent of medical and 7% of NSs had a negative response to one of the two OEQs. Six themes emerged from the memorable learning experience question, three of which centred around student-centred teachings and two around emotional responses and psychological safety. ‘I reviewed my materials over and over, ate well, put on my best clothes and went to present. It was beautiful’, a third-year medical student. ‘The tutor was a great teacher who, when he teaches, students learn’, an NS. There were four themes on the impact on life questions, and these centred around personal development, social awareness, aspirations and psychological safety. ‘It has made me see that broken people break others’, a third-year medical student. The mean total DREEM score was 111 ± 10.2, interpreted as more positive than negative. In only two of the five DREEM domains, perception of the atmosphere and social self-perception were more negative than positive findings. Whilst there was near unanimity about their teachers being knowledgeable, and most students felt teachers were well-prepared for their teaching sessions, complaints about behaviours that adversely affected learning because of their negative impact on psychological safety in the clinical learning environment were very common. Conclusion: Despite the overall positive picture of clinical learning environments, there are significant areas of students’ welfare that need addressing to ensure psychologically safe clinical learning environment. Students’ feedback feeding into annual appraisals, and pedagogic courses are means to achieving students-centred learning environments.

Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial

BackgroundWhile positive school climate is important for students’ well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children’s prosocial behaviors, but fewer studies have been conducted in a European context.AimThis project aims to investigate the effectiveness of SW-PBIS program for students’ social-emotional skills and academic achievement as well as teachers’ and students’ perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts.MethodsData on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms.DiscussionThe study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group.Trial registrationClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).

캄보디아 아동·청소년의 디지털 리터러시 수준과 관련 요인 분석

Purpose: The purpose of this study is to analyze the digital literacy and factors among children and adolescents in Cambodia. Originality: While the Cambodian government emphasizes the cultivation of digitally literate citizens, opportunities for digital education within the public education system are lacking. This study assesses the digital literacy of Cambodian adolescents and explore related factors to provide insights for implementing digital education within Cambodia's public education. Methodology: This study conducted a survey targeting students in grades 5-10 across 26 elementary and secondary schools within the project areas of the ‘Child fund’. Hierarchical regression analysis was performed using the collected data. Result: The digital literacy score of adolescents averaged 49.2 out of 100, indicating a relatively low level. The digital literacy varied according to gender, grades, interest in digital activities, digital usage at home, and perceptions of the school's digital learning environment. Boys had higher digital literacy levels than girls, higher-grade students scored better than lower-grade students, and students with a greater interest in digital activities also had higher digital literacy levels. Adolescents from homes with higher digital accessibility, such as computers, tablets, and internet access, showed higher digital literacy levels. However, those who primarily used internet-enabled phones had lower digital literacy levels. Conclusion and Implication: The digital literacy levels of adolescents vary based on individual characteristics and experiences. When designing digital education within Cambodia's public education system, it is essential to consider the personal characteristics and experiences of the children and adolescents. Additionally, efforts are needed to improve the digital learning environment in schools and to provide positive digital experiences outside of school, including at home.

Nursing Students' Perception of the Clinical Learning Environment: A Longitudinal, Cohort Study.

The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements. This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements. The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire. Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE. Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.

Nursing Student's Perceptions of the Clinical Learning Environment, Supervision and Nurse Teacher: A Cross-Sectional Study

Nursing Student's Perceptions of the Clinical Learning Environment, Supervision and Nurse Teacher: A Cross-Sectional Study

Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis.

This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading. The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation. The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance. Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

BackgroundThe quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.MethodsAn explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.ResultsThe questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.ConclusionsThe learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Medical students perception of learning environment evidence from Jimma University Medical Centre

This study aims to assess medical students’ perception of the quality of the learning environment at Jimma University Medical Centre (JUMC), Ethiopia using the Dundee Ready Education Environment Measure (DREEM). A cross-sectional survey design was applied to assess students’ perceptions during their clinical attachment wards in JUMC. The DREEM inventory consisted of five sub-domains such as student perception of learning (SPL), student perception of teacher (SPT), student academic self-perception (SAP), student perception of the atmosphere (SPA), and student social self-perception (SSSP) that administered to 323 undergraduate medical students. Descriptive statistics, t-test and ANOVA were computed using SPSS 20 to analyse the data. The overall DREEM mean score was found to be 111.35 and SD of 13.67 from the maximum score of 200. In this study, the overall DREEM mean score of female was significantly higher than the mean of their male counterparts. Despite the ANOVA result across years, first year clinical year I students had higher perception of learning environment as compared to senior batches. In general, the overall means score of students on the DREEM scale revealed that they perceive the learning environment more positively. However, some areas need to be revised across all five domains of the learning environment to make improvements.

Training design for social inclusion: The impact of sociodemographic factors on immigrant learners in Dutch adult education programs

This study explores the impact of adult basic education programs aimed at enhancing social inclusion for immigrant learners in the Netherlands. Basic literacy skills are vital for performing everyday tasks and building human capital, which in turn facilitates employment and skill acquisition. Low adult literacy is often associated with social exclusion and poverty, which can have detrimental effects on mental health and further reinforce marginalization. We analyzed two adult education programs (N = 171) conducted in 2019, within the context of lifelong learning policies designed to support adults with low literacy skills. Our findings confirm the positive effects of these educational programs on social inclusion outcomes. Through logistic regression and moderation analyses, we examined how participants’ sociodemographic backgrounds influenced their social inclusion outcomes following the program. Key pre-training conditions, such as prior education and employment status, influenced how participants engaged with a positively perceived learning environment. Assertiveness emerged as a significant outcome, affecting changes across various aspects of social inclusion. These results suggest that acquiring new skills empowers participants to reshape their self-perceived literacy identity. This study adds to the body of literature on adult education by emphasizing the importance of training design and sociodemographic factors in fostering social inclusion for immigrant learners.

Interrelationships among College Students' Perceptions of Smart Classroom Environments, Perceived Usefulness of Mobile Technology, Achievement Emotions, and Cognitive Engagement.

Cognitive engagement is a crucial factor that shapes successful learning outcomes, but our understanding of the factors that influence such engagement in the smart classroom context remains limited. This study aims to narrow this research gap by exploring the relationships among college students' perceptions of the smart learning environment, perceived usefulness of mobile technology, achievement emotions, and cognitive engagement. A total of 1293 college students completed an online questionnaire survey, and 1076 valid responses were received. Structural equation modeling was used to analyze the interrelationships among these factors. The results revealed that students' perceptions of the smart classroom environment and perceived usefulness of mobile technology as well as two achievement emotions (pride and anxiety) significantly impact cognitive engagement. Both pride and anxiety act as mediators in the relationships among perceptions of smart classroom environments, the perceived usefulness of mobile technology, and cognitive engagement, in which context the mediating effect of pride is stronger than that of anxiety. These findings have practical implications for instructors, who should focus on implementing strategies that promote positive achievement emotions when students use mobile technology in smart classrooms. Additionally, these findings can inform the design and construction of smart classroom environments. Moreover, our study has limitations due to reliance on online data collection and self-reported data, which may introduce biases and measurement errors. Future research should incorporate multimodal data and advanced technologies for a comprehensive assessment to better understand students' engagement in smart learning environments, while also considering individual factors and the educational context to enhance the effectiveness of mobile technology in supporting students' emotions and achievement.

Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college

BackgroundIn medical education, the learning environment (LE) significantly impacts students' professionalism and academic performance. Positive LE perceptions are linked to better academic outcomes. Our study, which was conducted 15 years after curriculum reform at King Saud University's College of Medicine, aimed to explore students' perspectives on their LE and identify areas for improvement. By understanding their experiences, we strive to enhance LE and promote academic success.MethodsThis mixed-method study employed an explanatory sequential approach in which a cross-sectional analytical survey phase was collected first using the Johns Hopkins Learning Environment Scale (JHLES), followed by qualitative focus groups. Findings from quantitative and qualitative methods were integrated using joint display.ResultsA total of 653 medical students completed the JHLES. The total average score was 81 out of 140 (16.8), and the average subscale scores ranged from 2.27 (0.95) for inclusion and safety to 3.37 (0.91) for community of peers. The qualitative approach encompasses both inductive and deductive analyses, identifying overarching themes comprising proudness, high expectations and competition, and views about the curriculum. The integration of results emphasizes the need for continued efforts to create a supportive and inclusive LE that positively influences students' experiences and academic success.ConclusionThis research offers valuable insights for educational institutions seeking to enhance medical education quality and support systems. Recommendations include faculty development, the cultivation of supportive environments, curriculum revision, improved mentorship programs, and initiatives to promote inclusivity and gender equity. Future research should explore longitudinal and comparative studies, innovative mixed methods approaches, and interventions to further optimize medical education experiences. Overall, this study contributes to the ongoing dialog on medical education, offering a nuanced understanding of the complex factors influencing students' perceptions and suggesting actionable strategies for improvement.

Linking nursing students' professional identity, clinical learning environment, financial incentives, and career opportunities with migration intent: Structural equation modeling.

To investigate how nursing students' professional identity, clinical learning environment, financial incentives, and career opportunities influence their intention to migrate. There is a preponderance of studies about nurse migration and its impact on the global nursing workforce. However, a critical gap remains about nursing students' intentions to migrate, particularly among developing countries like the Philippines. Using a cross-sectional design, third- and fourth-year nursing students (n=316) from the largest comprehensive university in Manila were conveniently recruited. Data were collected from November to December 2023 using five validated self-report scales. Descriptive (e.g., mean, standard deviation) and inferential statistics (e.g., Spearman rho, covariance-based structural equation modeling) were used to analyze data. The emerging model demonstrated acceptable model fit indices. Nursing students' professional identity (β=0.18, p=0.043) and financial incentives (β=0.10, p=0.046) significantly and positively influence the intention to migrate. The satisfaction with future career opportunities (β=-0.12, p=0.038) and clinical learning environment perception (β=-0.15, p=0.048) negatively influence the intention to migrate. These four predictors accounted for 4.60% of the total variance of intention to migrate. Nursing students' professional identity and financial incentives directly impact intent to migrate, whereas future career opportunities satisfaction and clinical learning environment inversely affect intent to migrate. This study underscores the imperative for nursing colleges and faculty to promote positive professional identity and provide a conducive clinical learning environment to develop sustainable nurses' migration policies.

Seeking higher order construction of cognitive abilities in a psychosocial learning environment

<span lang="EN-US">In this study, we created a psychosocial learning environment consisting of five types of interaction, namely: student collaboration; specific learning objectives and curriculum coherence; learning facilities; independent learning; and constructivist instruction. This research aimed to determine the scope in which the five modes of contact improved students’ learning outcomes in higher order cognitive abilities. This quantitative study involved form four accounting students (N=352) in Malaysia who completed a self-administered questionnaire that included the higher order cognitive abilities (HOCA) test, the instruments of students’ perceived learning environment, and zone-specific demographic data. The results showed two of the five inventory of students’ perceived learning environment (ISPLE) scores. Specific learning objectives and curriculum coherence, were the most significant predictors and strongly correlated with higher order cognitive abilities. Even the components of the psychosocial learning environment impact HOCA in most subjects. However, researchers have obtained new findings that explain other factors that need to be studied to evaluate or encourage HOCA in accounting subjects. Thus, the researcher suggests further research using self-learning methods through modules to assess and promote HOCA in accounting</span><span lang="EN-US">.</span>

Longitudinal curriculum to address wellness and professional development in a hematology/oncology fellowship program.

9004 Background: Many trainees, including Hematology/Oncology (HO) fellows, face burnout throughout their training. Here we implemented a longitudinal curriculum to help fellows with a focus on professional development and burnout mitigation skills. Methods: Interventions to address wellness were initiated in our HO fellowship program in academic year (AY) 2022-2023 based on a needs assessment, including faculty-led sessions, fellow debrief sessions, and social activities (data previously reported). In AY 2023-2024, a new baseline needs assessment was distributed to fellows to determine topics of interest for developing a fellowship retreat and for discussion throughout the year. This assessment also included the Mini ReZ survey to evaluate learning environment, the Patient Health Questionnaire 2 to assess for depressed mood, and the Generalized Self-Efficacy Scale. Surveys were completed anonymously in person and online and were sent throughout the year (data to be fully analyzed by June 2024). T-test and Chi-square test were used for statistical analysis. Results: 22 out of 27 fellows (81.5%) completed the baseline assessment in July 2023. Topics of interest for further discussion included work-life balance, management of scholarly expectations, and professional boundary setting. A day-long, off-site fellowship retreat was designed to address these concerns, with a specific focus on fellow strengths, leadership skills, boundary setting, and communication. Retreats were divided into senior and first-year fellows. Of the 27 fellows who attended the retreats, 22 responded to post-retreat surveys, with 21 of 22 fellows indicating they found the retreat helpful (95.4%). When asked what the most meaningful part of the retreat was, fellows responded “connection with colleagues,” “sharing what inspires/motivates [them],” and “discussing methods to try and prevent burnout.” Scores of self-efficacy and perception of positive learning environment did not significantly differ before and after retreats, and levels of depression remained low. Additional faculty-led didactic sessions were held including a session titled “Grief and Awe” and another titled “Shame Resilience”, with plan for 2 additional sessions. Evaluations of these sessions are planned for the end of the AY to assess effectiveness. Conclusions: The development of a curriculum to address wellness and professional development, including a fellowship retreat that focused on topics identified by a needs assessment, was found to be helpful among HO fellows. More data must be collected to evaluate the effect of these interventions; final data on the entire experience will be available to report at the annual meeting. This curriculum could serve as a model for other programs and be integrated into ASCO’s array of trainee resources to address HO fellow wellness and professional development skills during training.

Multifaceted challenges and opportunities: Chinese exchange students’ experiences in the U.S. transnational online learning ecology

Transnational distance education has become an emerging trend in promoting academic collaboration and exchange during and after the pandemic. Guided by the learning ecology framework, we conducted mixed methods research by distributing an online survey to Chinese students (N=51) to collect quantitative and qualitative data. This helped us deeply understand their experiences and perceptions of a cross-cultural online learning environment in the United States. We applied multiple regression and thematic analysis to analyze quantitative and qualitative data. The merging of both types of data analysis indicated: the confirmation of the importance of English learning resources, the transformation of online learning practices, the insufficiency of students-to-instructors interaction, discordance of technological self-efficacy and the disadvantages of technology-assisted instruction, and discordance between the usefulness and difficulties of learning activities and assessments. We further discussed appropriate strategies and techniques to promote online teaching and learning excellence in transnational distance education.

Classroom Learning Environment and Action Research in a Science Methods Course for Preservice Elementary Teachers

ABSTRACT This study examined the impact of action research conducted by five science teaching methods course instructors on their students’ perceptions of the classroom learning environments at a large public university in Texas. The study analyzed the results from 133 students who completed two administrations of the What is Happening in this Class (WIHIC) questionnaire, one at the beginning of the semester and one at the end of the semester. Five sections served as a treatment group while two sections served as a control. Quantitative analyses, including one-way ANOVA, were conducted for each class section. Results showed that the perceived learning environment increased between the beginning of the semester and the end of the semester for all sections. However, the most significant gains in students’ perceptions were made in the treatment sections and were attributed to the action research interventions that were designed and implemented by the instructors based on the analyses of the first WIHIC administration.

Exploring perceptions of pre-clerkship students about workplace learning in the clinical learning environment at Gulf Medical University, UAE

BackgroundMedical students view clinical workplace placements as an inspiring and motivating learning environment where active student participation is pivotal to development of students’ identity. The progress from pre-clerkship to clerkship education harbors many challenges which consist of experiential learning, adjusting to the clinical environment, and understanding roles & responsibilities. Workplace learning is underpinned by various adult learning theories including social theories,constructivism, supported participation and legitimate peripheral participation. Workplace learning course was recently initiated for pre-clerkship students at a medical university in UAE, which will enable their smooth entry into the clerkship phase of the curriculum.ObjectivesThe research aims to explore students’ perceptions of various domains of their clinical learning environment (CLE), highlight the challenges they face, and extract valuable feedback to improve their environment.MethodsThis study was conducted qualitatively by using focus groups method in order to explore students’ perceptions of the clinical learning environment. Two focus group discussions were conducted (n = 8 +/-10) to determine the common challenges of workplace learning and its potential solutions. Data were analyzed using thematic analysis. The approach used to carry out this study was phenomenology, as it helps to understand the learning and behavior of these students who are undergoing this pre-clerkship training in order to transition smoothly to the clerkship phase.ResultThe focus groups helped to deeply explore the perceptions of students about their clinical learning environment. It helped to reveal the challenges encountered by the students including the significance of proper orientation of staff and students, language barrier, availability of learning opportunities, and supervision quality. The focus groups provided worthwhile suggestions to improve the learning opportunities in the clinical learning environment which include orientation of the staff and students what to expect, improved supervision, mentoring and providing learning opportunities to encourage participation.ConclusionThis study attempted to identify the pre-clerkship students’ perception of their clinical learning environment and the challenges they face over there. Possible suggestions by the students included a formal orientation for the staff and students to be carried out at the beginning. Efforts should be made by clerkship directors to provide students with learning opportunities by increasing patient exposure, encouraging participation, and providing high-quality supervision.

Variations in the coherence and engagement in students’ experience of blended learning

We report a study which examines coherence of engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and engagement with the online learning activities are logically related at the variable level as shown by correlation analyses; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were integrated, they were more likely to be engaged with the online learning and to perform relatively higher on the assessment tasks than students who perceived disintegration between f2f and online learning. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table revealed a logical relationship between the groupings of students based on the selfreport and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.