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Original Research Paper

Perception of Learning Environment among Clinical Students of a Tertiary Hospital

Authors:

M.O. Asani ,

Professor/Consultant Paediatrician, Department of Paediatrics, Faculty of Clinical Sciences, Bayero University Kano/ Aminu Kano Teaching Hospital, Kano, NG
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S. Usman

Lecturer/Consultant Paediatrician, Department of Paediatrics, Faculty of Clinical Sciences, Bayero University Kano/ Aminu Kano Teaching Hospital, Kano, NG
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Abstract

Objectives: To determine the perception of the learning environment of the clinical students of Bayero University Kano, Nigeria.

Methods: This was a cross-sectional observational study involving the 400, 500 and 600 levels clinical students. Ethical approval was obtained. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess the perception of the students. All data were analyzed by the SPSS version 16. The difference between the classes was analyzed using one-way ANOVA while student’s t–test was used to analyze the difference between the genders. A p value of ≤0.5 was taken as the level of statistical significance.

Results: There were 205 students, with a male female ratio of 1.7:1. The global DREEM mean score was 136.02 ±6.66 out of a possible maximum total of 200. There was no significant difference between the levels in all five domains of learning environment. Female students had a more positive view on students’ perception of learning and teachers only.

Conclusion: Students are more positive in their perception of all the five domains of the learning environment. No domain was rated as excellent hence there is room for improvement. The only identified troublesome area is the lack of adequate facilities for the management of stress. Students will benefit from adequate social and psychological support from the teaching and non-teaching staff of the faculty.

How to Cite: Asani, M.O. and Usman, S., 2018. Perception of Learning Environment among Clinical Students of a Tertiary Hospital. South-East Asian Journal of Medical Education, 12(1), pp.19–25. DOI: http://doi.org/10.4038/seajme.v12i1.38
Published on 24 Aug 2018.
Peer Reviewed

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