Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college

• Published in: BMC medical education 2024-07, Vol.24 (1), p.723-14, Article 723
• Main Authors: Almansour, Mohammed, Abouammoh, Noura, Idris, Reem Bin, Alsuliman, Omar Abdullatif, Alhomaidi, Renad Abdulrahman, Alhumud, Mohammed Hamad, Alghamdi, Hani A
• Format: Article
• Language: English
• Subjects: Academic achievement; Adult; Analysis; College students; Comparative studies; Cross-Sectional Studies; Curricula; Curriculum; Data analysis; Data collection; Education, Medical, Undergraduate; Educational Change; Educational Environment; Female; Focus Groups; Humans; Independent study; Learning; Learning environment; Male; Medical education; Medical schools; Medical students; Medicine; Mentors; Methods; Mixed methods; Perceptions; Professional workers; Qualitative Research; Saudi Arabia; School environment; Schools, Medical; Sociodemographics; Software; Students, Medical - psychology; Surveys and Questionnaires; Teaching Methods; Undergraduate Students; Young Adult
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05716-4

In medical education, the learning environment (LE) significantly impacts students' professionalism and academic performance. Positive LE perceptions are linked to better academic outcomes. Our study, which was conducted 15 years after curriculum reform at King Saud University's College of Medicine, aimed to explore students' perspectives on their LE and identify areas for improvement. By understanding their experiences, we strive to enhance LE and promote academic success. This mixed-method study employed an explanatory sequential approach in which a cross-sectional analytical survey phase was collected first using the Johns Hopkins Learning Environment Scale (JHLES), followed by qualitative focus groups. Findings from quantitative and qualitative methods were integrated using joint display. A total of 653 medical students completed the JHLES. The total average score was 81 out of 140 (16.8), and the average subscale scores ranged from 2.27 (0.95) for inclusion and safety to 3.37 (0.91) for community of peers. The qualitative approach encompasses both inductive and deductive analyses, identifying overarching themes comprising proudness, high expectations and competition, and views about the curriculum. The integration of results emphasizes the need for continued efforts to create a supportive and inclusive LE that positively influences students' experiences and academic success. This research offers valuable insights for educational institutions seeking to enhance medical education quality and support systems. Recommendations include faculty development, the cultivation of supportive environments, curriculum revision, improved mentorship programs, and initiatives to promote inclusivity and gender equity. Future research should explore longitudinal and comparative studies, innovative mixed methods approaches, and interventions to further optimize medical education experiences. Overall, this study contributes to the ongoing dialog on medical education, offering a nuanced understanding of the complex factors influencing students' perceptions and suggesting actionable strategies for improvement.