Satisfaction In Learning Environment Research Articles

COVID-19 and medical education in Africa: a cross sectional analysis of the impact on medical students

BackgroundThe African continent currently experiences 25% of the global burden of disease with only 1.3% of the world’s healthcare workers. The COVID-19 pandemic has caused unprecedented disruption to medical education systems, increasing the strain on already-vulnerable regions. Our study examines the impact of COVID-19 on medical students across 33 countries in the African continent.MethodsA 39-item anonymous electronic survey was developed and distributed to medical students across Africa through social networks to assess the impact of the COVID-19 pandemic on medical education. The survey assessed the domains of: class structure changes and timing, patient interactions, exam administration, learning environment satisfaction, mental health impacts, and volunteer opportunities/engagement.Results694 students across 33 countries participated. 80% of respondents had their classes suspended for varied lengths of time during the pandemic, and from these students 59% of them resumed their classes. 83% of students felt they were in a supportive learning environment before the pandemic, which dropped to 32% since the start. The proportion of students taking exams online increased (6–26%, p<0.001) and there was a decrease in the proportion of students seeing patients as a part of their education (72–19%, p<0.001).ConclusionsCOVID-19 is harming medical students in Africa and is likely to worsen the shortage of the future’s healthcare workforce in the region. Pandemic-related impacts have led to a degradation of the learning environment of medical students. Medical schools have shifted online to differing degrees and direct patient-care in training of students has decreased. This study highlights the urgent need for flexible and innovative approaches to medical education in Africa.

Exploring students’ satisfaction in the university learning environment: A study of newly introduced courses for state universities in Sri Lanka

Newly introduced undergraduate courses in state universities failed due to various reasons. The purpose of this study is to explore the factors that affect student satisfaction in the learning environment and to which extent such factors influence the learning behaviour of university students. The study adopts the nudge theory to analyse the students’ decision making based on choice architecture and the constructivist grounded theory, which explores how students determine satisfaction with learning. This study has been conducted in the context of the students who follow newly introduced courses in state universities in Sri Lanka. The study has applied quantitative research design to answer the research questions following the survey method. The conceptual framework of the study focuses on physical and intellectual support factors in the learning environment to measure student satisfaction. The results derive that academic support provided by the staff is the main factor to satisfy the students in the learning environment, which has a significant relationship. Support of the library has been identified as a factor which negatively affects student satisfaction. The study reveals that how students’ decision-making behaviour can be analysed through nudging. The primary contribution of the study is to the literature on identifying key factors which assist students in the learning environment to do the studies satisfactorily when they read for newly introduced courses in state universities. The study develops a novel theoretical structure through nudge theory to identify the students’ behaviour and satisfaction level. The practical implications are vital in this study which indicates that important aspects of developing in higher education in Sri Lanka to improve the quality of newly introduced courses in business.&#x0D; Keywords: Satisfaction, Learning environment, Nudge

The effect of E-learning on education process enhancement &amp; in-house customers' satisfaction (An experimental design)

At present, Higher education sector in Egypt plays an important role. The exponential change in technology initiates improving its services. As a result of the increased pressure to improve competitiveness, and due to COVID19 circumstances, academic institutions are motivated to adopt a system perspective, elevating strategies towards achieving E-learning. This research is mainly targeting exploring practices of E-learning in higher education, its influence on enhancing the education process and in-house customers' satisfaction (students). There’s a dissimilarity between E-learning teaching and the traditional teaching, there are many debates. Creating effective E-learning environment has become a top priority for higher academic institutions. The parameters of the E-learning system effectiveness are not revealed. The main objective of this research is to find out whether the online teaching method compared to the traditional teaching method, in different colleges of the Arab Academy for Science, Technology and Maritime Transport (AASTMT); will achieve a higher quality level than that created using the traditional education approach in specific. The research aims at exploring students’ perceptions towards E-Learning teaching method &amp; traditional teaching method concerning learning environment satisfaction, quality of achievements and performance. The research approaches adopted in this study includes executing an experimental study using a quasi-experiment design to direct the Arab Academy for Science, Technology &amp; Maritime transport (AASTMT) to different knowledge bases in instruction technology. Moreover, the findings from this research would provide evidence and add to the body of knowledge in higher education. The methodology of the research is seeking to apply E-learning to manage development and improve performance, as a starting point to assess the effect of applying E-learning on enhancing the education process. This research is the first in higher education in Egypt to hold a comparison between teaching methods and study the effect of this combination of dimensions together and analyze the E-Learning teaching method effect on enhancing education and improving quality. Finally, the research will elaborate the problems faced to improve the E-Learning teaching method as a prerequisite for higher education since the beginning of COVID19 pandemic.

The Feasibility Test of “COVID” Learning Strategy: An Alternative Approach to Cope Learning Process during Pandemic of COVID-19

Introduction: The COVID-19 outbreak requires spread prevention strategies that affects the education system at all levels. Consequently, appropriate and relevant learning strategies are required. The study aimed to examine the feasibility of “COVID” learning strategy as an alternative online learning system during pandemic COVID-19. Methods: The study applied a pre-experimental design with a one-group pretest-posttest approach. The sample size (34 participants) was determined using G*Power 3.1.9.7 software. The open recruitment of the participants was announced through WhatsApp. Students who were willing to be the participants were asked to fulfill the enrollment link. As the intervention, nursing students were taught using the "COVID (Creative, Outcomes-oriented, Valuable, Innovative, and Desire)" learning strategy. Two variables i.e. critical thinking and learning environment satisfaction were measured using the Diagnostic Thinking Inventory (DTI) and the Dundee Ready Education Environment Measure (DREEM), respectively. The paired t-test was used to analyze the DTI and DREEM data before and after the intervention. Results: The results show that the Flexibility Thinking dimension of DTI was significant with t-value of (30) = 7.025, p = .000. Likewise, with the assessment of the learning atmosphere using DREEM, a significant result was obtained with t (33) = -457,263, p = .000. The respondents' satisfaction with the "COVID" learning strategy was 8.5 on average. Conclusion: The "COVID" learning strategy can improve flexible thinking and student satisfaction with the online learning process. The "COVID" learning strategy can be an alternative learning strategy that is effective in the online learning process.

Cross-cultural adaptation and psychometric assessment of a Brazilian-Portuguese version of the Resident Questionnaire.

BackgroundDespite the general agreement regarding the central role of the clinical learning environment in graduate medical education, its assessment remains challenging owing to the lack of available standardized measures. We report on the cross-cultural adaptation and psychometric assessment of the Brazilian-Portuguese version of Seelig’s Resident Questionnaire.MethodsThe present study was performed in two steps. First, a cross-cultural translation and adaptation of the Resident Questionnaire was conducted through multiple translations, synthesis of versions, back-translation, content validation, and face validation. Subsequently, a sample of 288 (72%) resident physicians enrolled in 40 residency programs at a Brazilian university hospital completed the following measures: 1) the Brazilian-Portuguese version of the Resident Questionnaire (for factor analysis and to determine internal consistency, reliability, and validity); 2) three existing, validated psychometric measures (to determine convergent and divergent validity); and 3) a self-report questionnaire.ResultsConfirmatory factor analysis results provided support for the three-dimensional model of the Resident Questionnaire in use on a sample of Brazilian resident physicians, having been previously verified for use in American samples. All three factors (emotional distress, learning environment satisfaction, and workload satisfaction) verified in the confirmatory factor analysis showed good internal consistency (α > .80), reliability (Raykov’s rho > .80), and correlations in the expected directions and magnitude with measures of depressive symptoms, duty hours, organizational conditions, and emotional exhaustion.ConclusionsThis study is the first to adapt a measure of the clinical learning environment of residency programs into Brazilian Portuguese. Our findings suggest that the adapted version of the Resident Questionnaire is valid and reliable for assessing Brazilian residency programs. This free, easy-access, and fast-application instrument may be a useful standardized measure for research and educational purposes concerning the clinical learning environments of resident physicians.

Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study.

Objective1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice.MethodOsteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model.ResultsNine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01).DiscussionA perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a ‘more positive than negative’ result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students’ preparedness and satisfaction were found across all institutions recruited.

The Relationships among Learning Behaviors, Major Satisfaction, and Study Skills of First-Year Medical Students.

This study aims at increasing our understanding of first-year medical students' learning behaviors, major satisfaction, and study skills. We investigate different features of freshmen's behavior in relation to learning and explore the extent to which freshmen were satisfied with their major and perceived their study skills. A total of 106 freshmen participated in this study. At midyear, first-year medical students were asked to complete a questionnaire that included the learning behaviors, major satisfaction, and study skills. The data collected from the survey were analyzed using t-test, ANOVA, chi-square test, correlation analysis, and multiple regression analysis. The study reported that most of freshmen had a lot of difficulties in studying at medical school by lack of prior learning. Despite first-year students, they were studying hard their major. Freshmen spent studying an average of 1 hour or less than 2 hours every day. The study also indicated that of major satisfaction, the overall satisfaction of the department was the highest and the satisfaction in learning environment was the lowest. There were significant differences among the freshmen on the major satisfaction due to admission process, academic performance, and housing type. Of 11 study skills, while freshman highly perceived their teamwork, stress management, and reading skills, their weak study skills identified in this study were writing, note taking, time management, and test taking skills. There were significant differences among the freshmen on the study skills due to gender and academic performance. Finally, freshmen's learning behaviors and major satisfaction were significantly associated with some of study skills. This study may have implications for the academic adjustment and learning processes in the first year. We need to consider variables such as learning behaviors, major satisfaction, and study skills, when discussing about how to maximize the learning potential of medical students. It is also important that we develop education program so that all students acquire these necessary skills and continue to improve positive behaviors related to learning.

Change in Learning Environment Satisfaction of Kyushu Dental College Students; Influence of New College Main Building Completion

本学学習環境における学部学生の満足度への新本館の効果を知るため，学部学生を対象にして新本館利用直前の平成19年4月2・3日（平成18年度調査）と利用7から10か月の平成19年11月と平成20年2月（平成19年度調査）に同じ21項目のアンケート調査を行った．平成19年度は平成18年度に比べ，「図書館学習環境」，「図書館学術雑誌」，「図書館視聴覚資料」，「図書館電子ジャーナル」，「コンピュータ演習室」，「ネットワーク」，「パソコン」，「実習室」，「教室施設・設備」の満足度は有意に改善したが，同じ新本館の中に設置された「図書館図書」，「ホームページ」，「自習室」，「講義室」，「ロッカールーム」，「自主学習環境」の満足度は改善せず，大学全体の学習環境満足度にも変化がなかった．また，新本館と関連しないグラウンドの満足度は低下し，体育館満足度は低下傾向であった．学習環境満足度改善は女性で11項目もあったのに比し男性では4項目しか改善しておらず，今回の新本館の新施設設備は男性よりも女性の満足度改善に寄与していた．学習環境とは別に調査した教育関連満足度調査では有意に教育全体の満足度が低下しており，学習環境改善は必ずしも教育満足度改善とは結び付かないことが分かった．教育関連の満足度改善は今後検討すべき重要な問題点と考えられる．また，施設設備が新設したにもかかわらず学生満足度が改善されなかった「自習室」，「講義室」，「ロッカールーム」，「自主学習環境」についてはその原因を解明し満足度上昇のための方策を実践することが必要である．