Social Self-perception Research Articles

Assessing a New Medical School in Zambia Using Dundee Ready Educational Environment Measurement: A cross-sectional study

Background: Learners’ perception of learning environment reflects educational program’s effectiveness. For new medical schools, determining effectiveness of teaching and learning is desirable quality assurance process.
 Aim: To determine pioneer medical students’ perception of learning environment of a new school using Dundee Ready Educational Environment Measurement (DREEM).
 Methods: Quantitative cross-sectional study design was adopted. Consenting medical students in second and third years of Bachelor of Medicine and Surgery degree program were surveyed with a questionnaire comprising a demographic competent and 50 DREEM items. Non-probability sampling was adopted. Completed questionnaires were sorted and rated. The resulting quantitative data were analysed for mean scores with SPSS 21 software. Mean total scores and mean scores in five subscales were determined. Scores on individual items were also analysed. Cronbach’s alpha was used to assess dataset reliability. 
 Results: The study recorded 137 participants, 54.2 % females and 45.8 % males. Mean age was 22 (± 4.03) years. Mean total DREEM score was 117.5 (58.8 %) and interpreted as “more positive than negative.” Scores in subscales of perception of learning, perception of teachers, academic self-perception, and perception of atmosphere, were positive with mean scores of 62.9 %, 60.2 %, 63.4 %, and 55.6, respectively. Subscale of social self-perception rated poorly with mean score of 48.9 % and interpreted as “not a nice place.” Single items revealed five major problem areas: lack of adequate support, authoritarian leadership, over-emphasis on factual learning, poor memorizing, and excessive stress. 
 Conclusion: This analysis revealed major problems and weaknesses in the new school and addressing them could improve educational quality.

Evaluation of Educational Environment Using the Dundee Ready Educational Environment Measure-12 – Abridged version of the Dundee Ready Educational Environment Measure-50 Questionnaire among Final Year M.B.B.S. Students in a Medical College in Ahmedabad

Introduction: Medical education in India is evolving/changing in view of implementation of new curriculum in undergraduate schools. Dundee Ready Educational Environment Measure (DREEM) is one of the tools developed specifically to assess the educational environment of medical institutions as perceived by the students. DREEM-12, an abridged version of DREEM-50 had been developed which retains its factors structure, validity, reliability and at the same time avoids respondent fatigue. We used the DREEM-12 questionnaire to assess final M.B.B.S students’ perception about their learning environment at our institute. Materials and Methods: A cross-sectional study was done including 215 undergraduate students from the final MBBS. The DREEM-12 questionnaire was shared with all the participants as Google form. The mean score for each variable was calculated. Variable scores were summed up to get each domain score and interpreted. Results: We received responses from 60% of students. The highest score was given to faculty’s encouragement towards learning with a mean score of 3.1. Least score - 2.1 was given to the stress support system for students. In the cumulative score, students’ perception of teacher (SPOT) was 8.8 which is interpreted as “model course organizers,” while student’s social self-perceptions was 4.7 which infers “not too bad.” The overall DREEM-12 score of our study is 33.1, which is indicative of a “More Positive than Negative” educational environment. Conclusion: The stress support system has the lowest score which suggests that efforts should be made to provide continuous psychological support to students may be in the form of periodical assessment by psychologists to find vulnerable ones early and provide them timely help. Items in SPOT are scored highest, pertaining to faculty’s knowledge about the subject and their encouragement to students about their learning. As this was the first-ever study done at this institute using DREEM-12 it can serve as a baseline to monitor the effects of changes made over a period of time.

Assessment of educational environment of midwifery students in Auxillary Nurse and Midwifery Institutes, Tamil Nadu – A descriptive study

Introduction: Tamil Nadu has a well-established public health-care delivery system with the Auxiliary Nurse and Midwifery (ANM) or Village Health Nurses. They learn and qualify for their job from ANM institutes and become the key field level functionary who interacts directly with the community. Their ability to provide quality community care is largely determined by the quality of ANM education they receive during their training. Hence, this study aimed to assess the perception of these students to facilitate a conducive educational environment. Methods: A descriptive study was carried out among 244 ANM students from across 10 randomly selected government ANM schools in Tamil Nadu. A self-administered Dundee Ready Educational Environment Measure (DREEM) questionnaire was used for assessment. The data was analyzed using EpiData. Results: Among the 244 students enrolled in the study, the mean (standard deviation) global DREEM score was 167.39 (±18.06). Student's academic perception was the highest (91%), followed by student's perception of atmosphere (84.2%), learning (84%), and teachers (83.5%), and the least average score was from student's social self-perception (74%). Conclusion: The study showed the nursing students' view on their academic learning environment as “more positive than negative,” Centers were also considered excellent, and this assessment would provide an useful guide into the areas that students felt “good” about, which should be reinforced and the weaker areas that need to be strengthened for better services.

Perception of the MBBS students regarding the educational environment in Bankura Sammilani Medical College, West Bengal

Abstract Context: The education environment (EE) is defined as everything that is happening in the classroom, hospital, wards, department, faculty, and university which is known to affect students’ performance. Settings and Design: This was a descriptive study with cross-sectional design in a Medical College. Materials and Methods: The study was conducted from November 2019 to March 2020 among MBBS students of the college. However, only three batches (1st year, 2nd year, and 3rd year) were available for study. From each batch, 30 students were selected using a simple random sampling method. From 1st and 3rd year, 31 students each participated making a total of 92. A self-administered questionnaire containing baseline information maintaining anonymity and the Dundy Ready EE measure (DREEM) Questionnaire were used. Statistical Analysis Used: Statistical analysis was performed with the help of SPSS 22.0. Mean, standard deviation, and proportion were used. Results: The global score was 128.0 among students meaning more positive than negative EE. The difference in score in between years of students in students’ perceptions of learning domain, in students’ academic self-perception, students’ perceptions of atmosphere, and students’ social self-perceptions domain was statistically significant (P < 0.05). From the students’ perception, stress on factual learning, authoritarian teachers, problem of memorizing, and lack of good support system during stress were revealed. Conclusions: The study revealed that overall EE is good. However, stress on factual learning, authoritarian teachers, and problem of memorizing and lack of good support system should be taken care of.

Perceptions of Physiotherapy students about their teaching environment at Kamuzu University of Health Sciences in Malawi.

The learning environment is defined as an environment where teaching is taking place, as perceived by both students and teachers. A conducive learning environment is critical for successful curriculum implementation, which also affects students' academic performance. There have been initiatives introduced to improve the learning environment at Kamuzu University of Health Sciences (KUHeS). The purpose of this study was to ascertain physiotherapy final year students' perceptions of their learning environment at KUHeS in Malawi. This study was conducted at KUHeS among final-year physiotherapy students. A retrospective, quantitative cross-sectional design was used. The study utilised secondary data on education environment which had already been collected using Dundee Ready Education Environment Measure (DREEM) forms. There were 26 completed DREEM forms for 2019/2020 academic year. Demographic data were captured. Mean and standard deviation were used to analyse the DREEM scores. Inferential analysis was conducted with p-value set at ≤ 0.05. The total DREEM mean score was 120/200 which represented a positive perception of students learning environment. Students' academic self-perception scored the highest (69.13%), followed by students' perception of learning (61.94%), students' social self-perception (59.46%), students' perception of atmosphere (56.25), and students' perception of teachers (55.50%). Married students had negative perceptions (p-value = 0.05) of their teachers and students with previous college experience had positive perceptions of their academic performance (p-value = 0.02). Many statements under items of perception of teachers (mean score = 24) and social self-perceptions (mean score = 16) were considered negatively. Students in their final year of physiotherapy had positive perceptions of their learning environment. However, students' perceptions of their teachers and social life were low. The learning environment had a significant impact on married students and those who had no prior experience with college life. Faculty development initiatives should aim to improve these critical areas.

The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education

Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales. Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students' perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students' social self-perceptions had the lowest reported scores. Students' perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students. Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used.

Revealing the significant shortcomings in the learning environment at the three largest medical schools in Syria: what’s next?

BackgroundMedical education in Syria still adopts a traditional, teacher-centered curriculum to this day. These elements imply the existence of issues in the learning environment (LE). This study aims to provide the first evaluation of the LE at the largest medical schools in Syria using the DREEM inventory.MethodsThe three largest medical schools in Syria are the ones at Damascus University (DU), University of Aleppo (AU), Tishreen University (TU). The Arabic version of the DREEM questionnaire was used. Students across all years of study except year 1 were approached. Both paper-based and electronic surveys were conducted.ResultsA total of 1774 questionnaire forms were completed (DU:941, AU:533, TU: 300). The overall DREEM score at DU, AU, and TU were 100.8 ± 28.7, 101.3 ± 31.7, and 97.8 ± 35.7 respectively with no significant difference (P = 0.254) between the three universities. DREEM subscales concerning Learning, Atmosphere, Academic Self-perception and Social Self-perception had a low score across all universities. Clinical-stage students reported significantly lower perception (P ≤ 0.001) of the LE in comparison to their pre-clinical counterparts across all subscales.ConclusionsThe findings of this study highlight the significant shortcomings of the medical LE in Syria. If not addressed properly, the academic, clinical, and professional competence of the healthcare workforce will continue to deteriorate. Moreover, the negative LE might be a predisposing factor for medical students’ exodus. The Syrian medical education system requires leaders who are willing to defy the status quo to achieve a true educational transformation.

Evaluation of the Undergraduate Learning Environment at Dental Schools in Syria

The learning environment plays a vital role in dental education. A positive learning environment could improve students' satisfaction, psychosocial well-being, and academic achievement. This study set out to measure the quality of the learning environment according to the Dundee Ready Educational Environment Measure (DREEM) at different dental schools in Syria. The study included dental schools at Damascus University (DU), Tishreen University (TU), and University of Hama (HU). DU and TU are considered 2 of the largest universities in Syria. Students across all years of study were invited to complete an Arabic version of the DREEM questionnaire. In total, 1205 students completed the questionnaire: 650 were from DU, 309 from HU, and 243 from TU. Cronbach's alpha value of the DREEM instrument was 0.927. The total DREEM score for all universities was 108.8 ± 31.5 (n=1205), which is 54.4% of the total score; DU scored the lowest on the DREEM scale (105.9 ± 28.5) followed by TU (111.1 ± 34.3) and HU (113.3 ± 34.4). There was a significant difference amongst the 3 universities (P=.001) with a small effect size (eta-squared=0.01). At the subscale level, students' perception of learning (SPL) at DU and TU was perceived unfavourably, and the social self-perception of students (SSP) was negatively perceived across all universities. Clinical students scored significantly lower than their preclinical counterparts. No significant difference emerged between male and female students. This study provides a baseline data on the learning environment at dental schools in Syria. Although the study suggests a more positive than negative perception of the learning environment, Syrian dental schools scored considerably lower than their Arab and international counterparts. Aspects related to SPL and SSP were the most serious areas requiring improvement, and future research should focus on designing proper interventions to address them.

Perception of learning environment using the DREEM questionnaire at a North Indian medical college

Background: The educational setting is a crucial element of a curriculum and a gauge of the caliber of its graduates. The educational environment (EE) is shaped by a variety of elements. This study was undertaken to measure the EE of a private non-government run medical college in North India as perceived by its students. Aims and Objectives: Effective student learning is heavily dependent on the EE. A proven approach for evaluating the EE is the Dundee Ready Education Environment Measure (DREEM). This study attempted to identify areas of strengths and shortcomings as well as potential for changes in the current EE. Materials and Methods: After the approval from the Institutional Ethics Committee, the DREEM was used in this cross-sectional assessment at a private non-government run medical college in North India. While protecting their anonymity, the DREEM survey was given to all of the institute’s students spanning various semesters. Non-parametric tests were used to determine the institute’s overall and domain scores for various semesters. Results: The median DREEM score was 126/200 for a total of 202 students who returned the finished questionnaires. The percentage score for “students’ perceptions of academic self” was the greatest 66.5%, and the percentage score for “students’ social self-perception” was the lowest 57.9%. The perspectives of students in various educational years varied non-significantly. Conclusion: The median DREEM score was more favorable than unfavorable. The report outlined the program’s advantages as well as its shortcomings. Corrective actions taken to address the issues found would raise the standard of the learning environment and, by extension, the program.

Impact of New Competency-Based Medical Curriculum on the Educational Environment of Medical Students in a Medical College in Central Kerala

Background: Competency-based medical education (CBME) for graduate medical students was introduced by National Medical Commission from the 2019 batch. This paper seeks to estimate the impact of CBME on the educational environment of medical students and to compare the university examination outcomes after the introduction of CBME with the antecedent non-CBME batch. Methods: A cross-sectional study was carried out among all the students (197) of the CBME and preceding non-CBME batch of a medical college in central Kerala. The educational environment was collected in the online platform with a standard questionnaire, Dundee Ready Education Environmental Measure (DREEM questionnaire) in 5 domains: perception of learning, perception of teachers, student’s academic self-perception (ASP), perceptions of atmosphere, and social self-perception (SSP). Results: The overall DREEM score was found to be significantly higher at 122.7 in the CBME batch compared to 112.8 in the non-CBME batch (P < .002). The individual mean domain scores of “perceptions of learning” was the highest at 30.39 ± 5.17 followed by “student’s perception of atmosphere” with a mean score of 29.53. Perception of learning, ASP, perception of atmosphere, and SSP were statistically significantly higher in CBME (2019) batch. The proportion of failures was significantly higher in the non-CBME batch, and among those with distinction, 3 out of 4 students were from CBME batch. The DREEM score was also significantly correlated with the university marks score. Conclusion: It appears that the CBME batch is performing better than the previous non-CBME batch and also has a better educational environment, though larger studies are necessary to further examine this phenomenon.

Associations of mothers’ rejection sensitivity with children’s cognitions about peer rejection and social self-perceptions: The mediating role of maternal supportive behaviors

This study examined the associations between mothers’ predisposition to show rejection sensitivity and children’s cognitions regarding peer rejection and their social self-perceptions. It also explored whether these associations were mediated by mothers’ behaviors in situations that might suggest their children were rejected by peers. Participants were 122 Jewish Israeli mothers and their kindergarten children (50.82% female; MChild age in months = 67.52, SD = 6.35). Mothers completed the Adult Rejection Sensitivity Questionnaire and reported their likely behaviors in scenarios suggesting the rejection of their children by peers. Children were interviewed using the response evaluation scale for the rejection stories in the Social Information Processing Interview–Preschool Version and the peer acceptance subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results revealed indirect links between mothers’ rejection sensitivity and children’s maladaptive response evaluations and lower social self-perceptions, through fewer supportive maternal behaviors. These findings highlight the need to consider parents’ dispositions and behaviors in the context of their children’s peer interactions for a more complete understanding of the development of children’s social competence.

Perceptions of students regarding innovative approaches introduced in nutrition and metabolism module at Shifa college of medicine.

To assess the perceptions of 2nd year medical students regarding certain approaches introduced in the course of Nutrition and Metabolism module. The descriptive study was conducted at the Shifa College of Medicine, Islamabad, Pakistan, in December 2020, and comprised all 2nd year medical students who completed the Nutrition and Metabolism module in which new components had been added, including introduction to community nutrition, school visits, Islamic perspective of nutrition, journal club and e-posters. Data was collected using a questionnaire based on the modified Dundee Ready Education Environment Measure, and had 5 categories with a total of 25 questions that were scored on a 5-point Likert scale. Data was analysed using SPSS 22. Of the 100 students, 65(65%) were females and 35(35%) were males. The overall mean age was 20.5 ± 0.5 years. The total mean score was 74.68±2.53. Mean score for student's perception of learning was 38.17±0.17, student's perception of teachers 9.27±0.18, student's academic self-perceptions 12.1±0.11, student's perceptions of atmosphere 9.03±0.03 and student's social self-perceptions 6.11± 0.01. The perceptions medical students about innovations were positive, showing an encouraging attitude in terms of learning approach and outcome.

Education Environment and Role Transition of Internationally Educated Nurses Enrolled in a Practical Nursing Bridging Program in Ontario, Canada

The purpose of this study is to explore a practical nursing bridging program’s education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time at a community college in Toronto, Canada, during the winter semester of school year 2018–2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants’ responses to the open-ended question “Could you please list any problems/issues you have encountered in the bridging program?” were thematically analyzed. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as “agree.” There is a significant relationship between the respondents’ perception of learning within their bridging program’s education environment and role transition. However, views on teachers and atmosphere, as well as academic and social self-perception, seemed insignificant predictors of role transition. Participants’ responses to the open-ended question were analyzed and grouped into four themes: concern with teachers, program content issues, program pace, and financial issues.

Study on the Application Effect of the Case Teaching Method Based on Primary Teaching Principle in Clinical Teaching of Radiology.

Objective A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology. Materials and Methods 126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control group and the primary teaching principle was used in the research group. The teaching effects of the two groups were compared. Results The interns' test scores, the research group's case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation assessment scores were significantly higher than those of the control group, and the difference was statistically significant (P < 0.05). The total score of dimensions of the interns' critical thinking ability in the study group were significantly higher than those in the control group, and the difference was statistically significant (P < 0.05). The interns' perception of teachers, students' academic self-perception, students' perception of environment, students' social self-perception, and the total score of the DREEM scale in the study group were considerably greater than those in the control group, and the difference was statistically significant (P < 0.05). After teaching, the scores of systematic thinking ability and evidence-based thinking ability of the interns were significantly increased. The improvement in the study group was more significant than that in the control group, and the difference was statistically significant (P < 0.05). Following teaching, the scores of learning interest, self-management, plan implementation, and mutual cooperation of the interns in the two groups were significantly upregulated, and the difference was statistically significant (P < 0.05). Among them, the improvement of interns' abilities in the research group was significantly better than that in the control group, and the difference was statistically significant (P < 0.05). The scores of learning goal, learning process, learning effect, classroom environment construction, teaching strategy, and technology application in the research group were greater than those in the control group, and the difference was statistically significant (P < 0.05). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant (P < 0.05). Conclusion The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students' critical thinking ability and improve students' performance and classroom teaching effectiveness.

Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis

ObjectivesThis study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates.Design, setting and participantsA cross-sectional study was conducted in December 2020...

Anesthesia students’ perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study

BackgroundExcellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students’ learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar.MethodsA comparative cross-sectional study design was employed on 3rd and 4th year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students’ perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance.ResultA total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students’ perception of teachers, students’ academic self –perception and students’ social self-perception showed positive correlation with students’ academic achievement (ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß = 0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 & P = 0.015 and ß = 0.13 & P = 0.023) respectively.ConclusionThe perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students.

Undergraduate Medical Student’s Perception About the Academic Learning Environment in Medical Colleges of North India: A Multicentric Study

Aim: To improve the learning environment of medical institutions, this study was conducted to estimate the undergraduate medical student’s perception of the academic learning environment at their institutions. Methods: This was a cross-sectional, analytical, survey-based, multi-centric study among undergraduate medical students from three different medical colleges in Western Uttar Pradesh, India. The data was collected with an online survey including socio-demographic questions and the Dundee Ready Educational Environment Measure Inventory. Results: A total of 283 medical students participated. The total Dundee Ready Educational Environment Measure Inventory score was 125.22, whereas in 5 domains of the Dundee Ready Educational Environment Measure Inventory were students’ perception of learning with a score of 29.18, students’ perception of teachers with a score of 27.18, students’ academic self-perception with a score of 19.11, students’ perception of atmosphere with a score of 30.25, and students’ social self-perception with a score of 18.87 respectively. Conclusion: The mean total Dundee Ready Educational Environment Measure Inventory score was 125.22 indicative of "a more positive than negative perception". This indicates there is potential scope for excellence in the learning environment by medical institutions through regular evaluation and corrections. Keywords: medical education, medical students, learning, environment, inventories

The relationship of educational environment and preparedness to practice - perceptions of Malaysian dental graduates.

This study aimed to evaluate the perceptions of dental graduates' educational environment as well as preparedness to practice, and how these two components are correlated. A self-administered, validated questionnaire, developed from previous studies, was distributed to dental graduates of a public Malaysian university (n=178, response rate=60%) via online and postal surveys. Bivariate analyses were carried out using Spearman's rank-order correlation (Spearman's Rho, significance level p < .01) to determine the correlation between (1) Global Preparedness Score and Global DREEM Score, (2) domains of DREEM Inventory and perceived preparedness, and (3) domains of perceived preparedness and DREEM Score. The Global Preparedness Score was 191.52, with more than 90% of respondents feeling well prepared in the "General Patient Management," "Drug and Emergency Management" and "Practice Management" domains. The Global DREEM Score was 148.99/200, interpreted as "more positive than negative." The DREEM Inventory domains with the highest and lowest scores were "Students' Academic Self-Perception" (78.03%) and "Students' Social Self-Perception" (71.86%), respectively. A moderate positive correlation was found between Global Preparedness Score and Global DREEM Score (p < .01). In addition, moderate to large positive correlations were noted between perceived preparedness and "Student Perception of Learning," "Student Perception of Atmosphere" and "Student Academic Self-Perception" (p < .01). Moderate positive correlations were also found between the DREEM Score and most domains of perceived preparedness (p < .01). The majority of graduates were well prepared to perform in most areas of clinical practice and perceived their overall educational environment as positive. In particular, those who viewed the educational environment in a positive light were also found to possess a good level of preparedness.

Elementary-Age Gifted Males’ Self-Perceptions of Giftedness and School Practices

Utilizing Marsh’s frame of reference theory, this article seeks understanding about boys’ perceptions of giftedness and how academic and social self-perceptions are influenced by gender and ability practices. The literature proposes that gender and ability perspectives influence how boys construct their self-perceptions and how teachers develop stereotypes of male students who are identified as gifted and talented. The findings reveal that the conceptualizations of giftedness contribute to gifted boys developing healthy self-perceptions and influence the complexities of instructional design for gifted learners. The findings also suggest that schools should encourage spaces for students’ voices to be heard through inclusive curriculum design.

Education Quality Measure of Undergraduate Students of Speech and Language Pathology in Pakistan

Undergraduate of Speech and Language Pathology study the basics of the mechanism of human communication, and pathology faced by humans in Speech, Language and Swallowing. Objective: To measure the quality of education of undergraduate students of speech and language pathology Methods: The study was observational and cross-sectional in nature, with data collected using a purposive sampling technique. Students from both the public and private sectors from various institutes and universities across Lahore took part in the study Results: The results indicated that 40 students (61.50%) felt a "need for self-improvement" in terms of self-perception in academia. In terms of atmosphere perception, 44 (67.70%) of students had "a more positive attitude." In terms of learning perception, 58 students (89.20%) reported having a "more positive perception of the education they receive." According to perceptions of course organizers, 51 (78.50%) of students believe they are "moving in the right direction." In terms of social self-perception, 54 students (83.10%) rated themselves as "Sociable." In the study, students of all years had different perceptions of learning, course organizers, self-perceptions in academia, atmosphere, and society, but none of these perceptions differed based on gender or institutes Conclusions: First-year students had a more positive perception of academics, self-perception, course organizers, academic atmosphere, social and self-perception than students of other years.