Evaluation of the learning environment and the perceived weakness of the curriculum: student perspective

Background: Educational environment has been shown to have influence on learning outcome and affects student achievement, satisfaction, and success. The study was conducted to assess medical students’ perception of their learning environment and to explore areas of weakness within the educational environment.Methods: A mixed method of study, was performed using non-probability sampling at the Faculty of Medicine, Gezira University (FMUG), Sudan. An updated Arabic Dundee Ready Education Environment Measure (DREEM) was developed and administered to 854 students during the academic year 2016-2017.Results: Seventy five percent of students completed the inventory (638/854) and Sixty four percent (546/854) responded to the open-ended question providing comments and suggestions. The overall reliability coefficient alpha in this study was 0.914. The global score for this study was found positive (122/200). Students were most satisfied with the learning aspects, academic environment, and academic self-perception. However, they were unsatisfied with their teaching and social atmosphere (inadequate social support for stressed students, substandard teaching, overemphasised factual learning, unpleasant accommodation). The qualitative content analysis was performed and emerged with four themes: the physical environment, a number of students, pedagogical approaches and faculty-student communication.Conclusions: The study suggested the overall students’ perceptions of the educational environment in the FMUG were on the positive side. However, certain specific elements of the learning environment and educational programme need to be critically investigated and remedied. The updated Arabic DREAM can be used reliably in the context of medical education in Arabic speaking countries.

Learning anatomy through dissection: perceptions of a diverse medical student cohort / Aprendizaje de la anatomía a través de disección: percepción de una amplia cohorte de estudiantes de medicina

The debate on how best to teach anatomy and the central role of cadaveric dissections in medical training remains topical even today. Despite the use of a variety of teaching methodologies e.g. prosected specimens, plastinated specimens, cadaveric dissection and computer-assisted learning, the amount of time dedicated to a full body human dissection programme, its clinical relevance and whether it promotes deeper learning has become a bone of contention in problem- based learning context. The implementation of student centred, PBL curricula means that students' learning is autonomous, and studies suggest the link between students' approaches to learning with their perceptions of their learning environment. Therefore, this study explored the perceptions of an educationally diverse medical student cohort in a 5 year problem-based learning programme who learned anatomy through the dissection method, elaborating on the value of this subject to their medical studies. Quantitative and qualitative data was collected and thematically analysed. One hundred students of the MBChB2 cohort (44%) completed the questionnaire. The majority of the respondents (70%) reported a positive experience during anatomical dissection in terms of visual and clinical application whilst gaining anatomy understanding and skill. Students with prior educational qualifications (mature) and first time school leavers voiced similar complaints. Student responses differed qualitatively on how they benefitted from the dissection. This study confirms that dissection remains an effective method for basic anatomy teaching even in PBL contexts. It concludes with strategies to enhance the learning experiences of educationally diverse students.

El debate sobre la mejor manera de enseñar la anatomía y la relevancia de las disecciones de cadáveres en la formación médica sigue siendo un tema de actualidad. A pesar del uso de una variedad de metodologías de enseñanza, por ejemplo especímenes plastinados, la disección de cadáveres y el aprendizaje asistido por computador, el tiempo dedicado a un programa de disección de cuerpo completo, su relevancia clínica y el promover un aprendizaje más profundo se ha convertido en un tema de discordia en el contexto del aprendizaje de los estudiantes y sus percepciones del ambiente de aprendizaje. Este estudio investigó las percepciones desde un punto de vista educativo en un grupo de estudiantes de medicina en un programa de aprendizaje basado un estudio observacional, en un programa de 5 años basado en problemas a través del método de disección, evaluando el valor de este tema para sus estudios de medicina. Los datos cuantitativos y cualitativos fueron recolectados y analizados temáticamente. Un centenar de estudiantes de la cohorte MBChB2 (44%) completaron el cuestionario. La mayoría de los encuestados (70%) reportó una experiencia positiva durante la disección anatómica en términos de aplicación visual y clínica, mientras van adquiriendo comprensión de la anatomía y habilidad. Los estudiantes con títulos de estudios previos (maduros) y los recién egresados de la escuela secundaria expresaron quejas similares. Las respuestas de los estudiantes difieren cualitativamente en la forma en que se beneficiaron de la disección. Este estudio confirma que la disección sigue siendo un método eficaz para la enseñanza de anatomía básica incluso en contextos de ABP. El estudio concluye con estrategias para mejorar las experiencias de aprendizaje de los estudiantes basado en diversos problemas.

Cyberbullying: percepções acerca do fenômeno e das estratégias de enfrentamento / Cyberbullying: perceptions about the phenomenon and coping strategies

O cyberbullying, caracterizado como um dos tipos de violência em contexto educativo, apresenta-se como uma das principais causas do mal-estar vivido por seus protagonistas. O estudo inserido no Projeto Cyberbullying - o diagnóstico da situação em Portugal pretendeu compreender o fenômeno a partir das vivências de 118 estudantes do primeiro ano do Ensino Superior público português, que responderam a um questionário. Pudemos perceber a percepção dos alunos sobre o fenômeno e a importância que pares, professores e pais apresentam no enfrentamento e prevenção do cyberbullying. Tais resultados orientam-se no sentido do desenvolvimento sistêmico de comunidades que se fortalecem internamente para que cada um se sinta autorizado a intervir e a cuidar dos que nelas são vítimas de violência. (AU)

Cyberbullying is characterized as one of the different types of violence in educational contexts and is one of the main causes of uneasiness felt by its protagonists. It is also considered as one of the challenges of contemporary education. The study inserted in the project Cyberbullying - a diagnosis of the situation in Portugal intended to understand the phenomenon, its extension and nature through the experience of 118 first year psychology students in the Portuguese public higher education system. Participants responded to a questionnaire of open and closed-ended questions. From the analyses done we understand the students' perceptions regarding the phenomenon, as well as the fundamental importance peers, teachers and parents/legal guardians have in coping with and preventing cyberbullying. These results demonstrate that there is the need to systemically develop communities that may internally strengthen themselves so that each individual feels authorized to intervene and care for those that are the victims of violence. (AU)

Student Perceptions and learning outcome on Primary Mental Ability-based Pharmacology Learning.

Objectives: To test the perceptions and learning outcome of undergraduate medical students on primary mental-ability based pharmacology modules at American Institute of Medicine, Seychelles. Methods: Pharmacology teaching was conducted for 13 weeks to two groups of students in the undergraduate MD program using 2 different methods. Group A (n=56) was taught by the newly designed 9 modules based on Louis Thurstone’s concept of primary mental abilities of spatial-visual and numerical abilities, perceptual speed, and inductive reasoning. Group B (n=50) received the conventional teaching with 4 traditional methods. Student perceptions were tested in both groups. Learning outcome was compared by administering a comprehensive pharmacology examination. Results: Group A taught by the newly designed primary mental ability-based modules recorded higher perception scores as compared to Group B taught by traditional methods. The difference was statistically significant on two-sample Kolmogorov-Smirnov Test (p < 0.025) as well as Mann-Whitney test (p < 0.025). Pharmacology examination yielded higher scores for Group A taught by primary mental ability-based modules, with a statistically significant difference on “Wilcoxon Rank Sum” (Mann-Whitney U test) (p < 0.01) and “Unpaired test” (p = 0.0097). Conclusion: Student perceptions and learning outcome was strongly positive for learning modules based on primary mental abilities of spatial-visual and numerical abilities, perceptual speed, and inductive reasoning.

Percepciones de los estudiantes de primer semestre de Medicina de sus actitudes académicas frente al curso de anatomía / Perceptions of first semester students of Medicine regarding their academic attitudes towards their anatomy module

Introducción. El curso de anatomía de la carrera de Medicina de la Pontificia Universidad Javeriana ofrece una metodología basada en el aprendizaje cooperativo. Para valorar las distintas actividades de dedicación personal y estudio de los estudiantes, se diseñó una autoevaluación dirigida de sus percepciones sobre sus propias actitudes con respecto al curso. Materiales y métodos. Se diseñó un estudio descriptivo. En 2007, se aplicó a los estudiantes de primer semestre de Medicina una encuesta de autoevaluación del módulo correspondiente a la columna vertebral y al miembro superior I. El cuestionario se enfocó en la evaluación del cumplimiento de las actividades programadas, la participación del estudiante en el anfiteatro y la realización de trabajo personal. Para el procesamiento de los datos se utilizó el análisis factorial. Resultados. Se encuestaron 78 estudiantes, con una edad promedio de 18,5 años, 50% hombres y 50% mujeres. El análisis factorial arrojó tres factores: trabajo cooperativo, motivación intrínseca y motivación extrínseca. Las tres escalas exhibieron puntajes altos y baja variabilidad. Discusión. El análisis de los factores evidenció que el estudiante de primer semestre de Medicina presenta una dependencia de la orientación del docente para realizar sus actividades de aprendizaje, lo que podría explicarse por la transición entre la educación secundaria y el contexto universitario que utiliza una metodología de enseñanza diferente. Asimismo, se observó que las actividades de disección y estudio en el anfiteatro requieren de un trabajo cooperativo, dada la extensión y complejidad del tema.

Introduction: The medical degree at la Pontificia Universidad Javeriana includes an anatomy subject which offers a methodology based on collaborative learning. A supervised self assessment regarding student perceptions towards their own attitudes towards the course was developed in order to evaluate the different activities they employ for personal commitment and their methods of study. Materials and methods: A descriptive study was designed. In 2007, a self assessment survey was given to first semester medicine students for the subject Spine and Superior Member I. The questionnaire was focused on evaluating the grade of achievement of programmed activities, evaluating student’s participation at the amphitheatre and evaluating their final execution on assignments given. A factorial analysis was used to process all the data obtained. Results: 78 students with an average age group of 18.5 years were assessed, 50% were women and 50% were men. The factorial analysis showed three factors: collaborative work, intrinsic motivation and extrinsic motivation. These three aspects showed high scores and low variability. Discussion: The analysis revealed that first semester medicine students have a dependency on their lecturer to familiarize with the activities designed for their learning. This could be explained by the transition from secondary school to university in which students have to adjust to a different teaching methodology. Likewise, it was observed that dissection activities and amphitheatre studies require a collaborative work considering the weight and complexity given by the subject itself.