Students' perception of the learning environment at Xavier University School of Medicine, Aruba: a follow-up study.
- Author:
P Ravi SHANKAR
1
;
Rishi BHARTI
;
Ravi RAMIREDDY
;
Ramanan BALASUBRAMANIUM
;
Vivek NUGURI
Author Information
- Publication Type:Original Article
- Keywords: Educational measurement; Follow-up study; Medical education; Medical student; Perception
- MeSH: Atmosphere; Canada; Curriculum; Education, Medical; Educational Measurement; Ethnic Groups; Follow-Up Studies*; Humans; Learning*; Male; Self Concept; Students, Medical; United States; Netherlands*
- From:Journal of Educational Evaluation for Health Professions 2014;11(1):9-
- CountryRepublic of Korea
- Language:English
- Abstract: Xavier University School of Medicine admits students mainly from the United States and Canada to the undergraduate medical program. A previous study conducted in June 2013 used the Dundee Ready Educational Environment Measure to measure the educational environment and impact of different teaching and learning methods in the program. The present study aims to obtain information about students' perceptions of changes in the educational environment, which underwent modifications in teaching and learning, in January 2014. Information was collected about the participants' semester of study, gender, nationality, and age. Students' perceptions of the educational environment were documented by noting their degree of agreement with a set of 50 statements grouped into five categories. Average scores were compared among different groups. The mean total and category scores were compared to those of the 2013 study. Sixty of the sixty-nine students (86.9%) who enrolled in the undergraduate medical program participated in the survey. The majority were male, aged 20-25 years, and of American nationality. The mean+/-SD total score was 151.32+/-18.3. The mean scores for students' perception in the survey categories were perception of teaching/learning (38.45), perception of teachers (33.90), academic self-perceptions (22.95), perception of atmosphere (36.32), and social self-perception (19.70). There were no significant differences in these scores among the different groups. All scores except those for academic self-perception were significantly higher in the present study compared to the previous one (P<0.05). The above results will be of particular interest to schools that plan to transition to an integrated curriculum.
