Open AccessMedical Students’ Perception of Learning Environment at Benue State University College of Health Sciences, Makurdi, North-Central Nigeria
Author(s) -
K E Oghagbon,
Ikenna Alexander Nwannadi,
G Achinge
Publication year - 2018
Publication title -
journal of biomedical research and clinical practice
Language(s) - English
Resource type - Journals
eISSN - 2651-5865
pISSN - 2636-7378
DOI - 10.46912/jbrcp.17
Subject(s) - perception , medical education , retraining , learning environment , psychology , descriptive statistics , mathematics education , medicine , neuroscience , international trade , business , statistics , mathematics
The perception by Medical Students of their learning environment impacts on their understanding of the course of study and performances. This was a descriptive study that assessed medical students’ perception of learning environment at the College of Health Sciences, Benue State University, Nigeria. The Dundee Ready Education Environment Measure (DREEM) questionnaire was applied to all the second, third and fourth year medical students to assess the following areas; student’s perception of learning (SPL), student’s perception of course organizers (SPCO), student’s academic self-perception (SASP), student’s perception of atmosphere (SPA), and student’s social self-perception (SSSP). Data was analysed with the SPSS software version 15. Out of 250 questionnaires distributed to the students, 210 (84%) were fit for analysis; 174 males (82.9%) and 36 females (17.1%) with a mean age of 24.8 years ± 3.7. Mean global score (MGS) of study was 106.3/200 (53.2%) meaning positive perception, but not reflective of students centred learning. SPCO and SSSP needs to improve at a score of 48% and 49.3% respectively as against 100%. Other domains had positive perceptions (SPL; 56%, SASP; 61.9%, and SPA; 53.5%). There was a significantly lower SPA score in those in fourth year of study compared to second and third year students. (p ˂ 0.01) Medical Students at the BSU, Nigeria have positive perception of their learning environment, but the authority can improve MGS by increasing students’ social support, and retraining the teachers.