Evaluation of the Educational Environments of Undergraduate Medicine and Pharmacy Programmes at the University of Zambia

• Published in: Research and development in medical education 2018-06, Vol.7 (1), p.14-20
• Main Authors: Ezeala, Christian C, Moleki, Mary M
• Format: Article
• Language: English
• Subjects: Clinical competence; Curricula; Health education; Medical schools; Perceptions; Pharmacy; Problem based learning; Self image; Strategic planning; Student attitudes; Teaching
• ISSN: 2322-2719; 2322-2719
• DOI: 10.15171/rdme.2018.004

According to Ezeala,2 a learning environment includes all situational factors that affect learning, such as the quality of instructions given to learners, curriculum structure, resources available for teaching and learning, organizational culture, and the style of institutional leadership.[...]the maximum mark for the global DREEM scores was 200 for the 50 items and represented "an ideal educational environment" For other scores, 0-50 would interpret as "Very Poor" 51-100 "Plenty of Problems" 101-150 "More Positive than Negative" and 151-200 "Excellent".Results Demographics From the Medicine and Surgery programme, 138 participants satisfactorily completed the questionnaire and 2 abstained, while 135 participants from the Pharmacy programme satisfactorily completed the questionnaires and 5 did not.[...]the response rate across both programmes was 97.5%.To make the numbers from the 2 programmes equal, 135 returned questionnaires from Medicine were randomly selected as described above.[...]the total number of participants whose responses were included in the analysis was 270.