Undergraduate Educational Environment in a Public Sector University of Pakistan
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Presentation given on College of Physicians and Surgeons Pakistan Golden Jubilee Conference on November 11, 2012 in Karachi - Pakistan
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Undergraduate Educational Environment in a Public Sector University of Pakistan
- 1. Undergraduate educational environment at Public Sector University Dr. Masood Jawaid MCPS, MRCS, FCPS Assistant Professor of Surgery Dow University of Health Sciences
- 2. Web 2.0 and eLearning
- 3. Departments
- 7. Lizzio A, Wilson K, Simons R: University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Stud Higher Educ 2002, 27:27-52. Genn J: AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education—a unifying perspective. Medical Teacher 2001;23:337-44.
- 9. Objective • To evaluate the medical students’ perceptions of their educational environment and to identify any differences related to gender and colleges.
- 10. Methodology Study location: Dow Medical College Sindh Medical college Dow International Medical College Self administered Questionnaire Sample size: 559 students
- 11. DREEM Inventory • The DREEM (Dundee Ready Education Environment Measure) questionnaire consists of 50 items • Each scored 0-4 on a 5-point scale • Nine statements contain negative statements • Maximum score of 200
- 12. DREEM Inventory • Five subscales: Students' Perceptions of Learning Students' Perceptions of Teachers Students' Academic Self-Perceptions Students' Perceptions of Atmosphere Students' Social Self-Perceptions
- 13. Total DREEM Score 0-50 Very Poor 51-100 Plenty of Problems 101-150 More Positive than Negative 151-200 Excellent Mean ± SD 114.4 ± 20.0 57.2%
- 14. Perceptions of learning 0-12 Very Poor 13-24 Teaching is viewed negatively 25-36 A more positive perception 37-48 Teaching highly thought of Mean ± SD 25.8 ± 5.7 53.7%
- 15. Perceptions of Teachers 0-11 Abysmal 12-22 In need of some retraining 23-33 Moving in the right direction 34-44 Model course organisers Mean ± SD 25.4 ± 5.6 57.7%
- 16. Academic Perception 0-8 Feelings of total failure 9-16 Many negative aspects 17-24 Feeling more on the +ve side 25-32 Confident Mean ± SD 18.8 ± 4.6 58.7%
- 17. Atmosphere Perception 0-12 A terrible environment 13-24 There are many issues need changing 25-36 A more positive attitude 37-48 A good feeling overall Mean ± SD 28.0 ± 6.2 58.3%
- 18. Social Self Perception 0-7 Miserable 8-14 Not a nice place 15-21 Not too bad 22-28 Very good socially Mean ± SD 16.3 ± 4.0 58.2%
- 19. Different institution comparison 122 120 119.9 ± 17.60 118 116 Mean 114 112 111.7 ±22.76 111.1 ± 20.10 110 108 106 DIMC DMC SMC F = 13.35 p <0.001
- 20. Gender 109.4 ± 22.8 115.9± 19.0 P<0.001
- 21. Mean score of variable ≥ 3.5 Real positive points 3 – 3.5 Could be enhanced • Good friends • Confident about passing exams ≤2 Indicate problem areas • Lack of support system • Class participation • Students irritate teachers
- 22. Conclusion • Educational environment in DUHS is more Positive than Negative but not Excellent • SMC student perception of educational environment is more positive than other two colleges • Female perceive it to be more positive than males
- 24. It’s about time to take control over our learning
- 25. It’s about time to take control over our Environment
- 27. Let’s work together to make It HAPPEN Thanks you for your time! masood@masoodjawaid.com
Editor's Notes
- The educational environment is everything that happens within the classroom, departments, faculty and institution both physically and psychologically.
- Educational environment is vital in determining the success or failure of any institute.
- A positive environment leads to achievements, fun and engagement in learning while a negative one would hinder their accomplishments.
- From the day a student enter into the medical institute, they face a change in environment. Students’ perceptions of the educational environment influenced by the different cultural background of student, educational facilities available to them, quality of the faculty, curriculum, student’s expectations apart from other circumstances of the university.
- There is documented association between educational environment and the students’ performance and their satisfaction.
- The World Federation for Medical Education (WFME) considers the educational environment as one of the areas that should be addressed while evaluating medical education programs by any institute.
- This study also helps to identify problem areas that should be remediated. Furthermore, it allows institution to compare its performances and outputs with their peers, which can be pedagogically insightful.
- DREEM is a reliable and validated instrument that identifies specific problem areas within an institution for different components of educational environmentand are therefore reverse-coded when incorporated into scales.
- Students' Perceptions of Learning (12 questions, maximum score: 48)• Students' Perceptions of Teachers (11 questions, maximum score: 44)• Students' Academic Self-Perceptions (8 questions, maximum score: 32)• Students' Perceptions of Atmosphere (12 questions, maximum score: 48)• Students' Social Self-Perceptions (7 questions, maximum score: 28)
- On comparison of the three colleges of DUHS, SMC students perceived their environment more positively than students of other two colleges. This indicates that SMC students are comparatively more satisfied with what they were experiencing, while students of DMC are more competitive (higher merit among all three colleges) and hence more stressed. Entry in medical colleges through merit produces stress among medical students, right from the beginning. The higher the merit, the more stress. Whenever there is stress, people tend to perceive their environment more negatively than when they are relaxed.14 So one reason why DMC students perceive their environment comparatively more negatively was due to higher rate of competition faced by them from the very start. However, students of Dow International Medical College are mostly from different places of the world and are living away from parents and homes, hence they are more stressed and perceive their environment comparatively more negatively compared to Sindh Medical College (SMC).
- This gender based difference as discussed by Lokuhetty et al.,14 may be due to better interpersonal skills among females compared to males.
- Webinar stats of all three
- Webinar stats of all three