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Medical students perception of learning environment evidence from Jimma University Medical Centre
By Shewatatek Gedamu
This study aims to assess medical students’ perception of the quality of the learning environment at Jimma University Medical Centre (JUMC), Ethiopia using the Dundee Ready Education Environment Measure (DREEM). A cross-sectional survey design was applied to assess students’ perceptions during their clinical attachment wards in JUMC. The DREEM inventory consisted of five sub-domains such as student perception of learning (SPL), student perception of teacher (SPT), student academic self-perception (SAP), student perception of the atmosphere (SPA), and student social self-perception (SSSP) that administered to 323 undergraduate medical students. Descriptive statistics, t-test and ANOVA were computed using SPSS 20 to analyse the data. The overall DREEM mean score was found to be 111.35 and SD of 13.67 from the maximum score of 200. In this study, the overall DREEM mean score of female was significantly higher than the mean of their male counterparts. Despite the ANOVA result across years, first year clinical year I students had higher perception of learning environment as compared to senior batches. In general, the overall means score of students on the DREEM scale revealed that they perceive the learning environment more positively. However, some areas need to be revised across all five domains of the learning environment to make improvements. © The Author(s) 2024.
Predictors of College Academic Achievement for Medical Students: The Case of Gondar University, College of Medicine and Health Sciences, Ethiopia
By Asselef T Bekele
Background: In Ethiopia, the University Entrance Exam (UEE) score is the only criteria for selecting prospective medical students entering the university system, disregarding their career choice motivation. Methods: A cross-sectional study design was conducted to identify medical students career choice motivation and predictors of college academic achievement at Gondar university, Ethiopia. The study was conducted on 222 medical students enrolled at Gondar University in 2016. A self-administered questionnaire was used to collect data on study participants demographic characteristics, career choice motivation, and informed career choice. Data on the UEE score and student’s college academic achievement were collected from the university registrar. Descriptive statistics and regression analysis were used to analyze the data. Results: Desire to help others as a medical doctor and prevent and cure diseases were mentioned as the first important career choice reasons by 147 (68.2%) and 135 (64.0%) study participants, respectively. The results of regression analysis showed that the UEE score was significantly associated with pre-clinical cumulative GPA (R2=.327, p<.05) and 5th year cumulative GPA (R2=.244, p<.05) respectively. The stepwise multiple regression revealed that UEE score, having prior knowledge about medical profession, positive experience in the medical school, and intrinsic career choice motivation significantly predicted 5th year cumulative GPA (p<.05). The high beta weight of 0.254 and 0.202 confirmed the strongest prediction to come from prior knowledge about the medical profession and positive experience in medical school, respectively. Conclusion and Recommendation: The UEE score is a significant predictor for medical students’ academic achievement, but it should not be the sole admission criterion. We suggest that comprehensive admissions criteria covering both cognitive and noncognitive factors, as well as informed career choice, be developed to select the best applicants in the future. © 2023 Bekele et al.
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