PDF(Pubmed)
Abstract：
BACKGROUND: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
摘要：
背景：在医学教育中，学习环境(LE)显著影响学生的专业精神和学习成绩。积极的LE看法与更好的学术成果有关。我们的研究,这是在沙特国王大学医学院课程改革15年后进行的，旨在探索学生对LE的看法，并确定需要改进的地方。通过了解他们的经历，我们努力提高LE和促进学术成功。
方法：这项混合方法研究采用了解释性顺序方法，其中首先使用约翰霍普金斯学习环境量表（JHLES）收集了横截面分析调查阶段，其次是定性焦点小组。使用联合显示将定量和定性方法的结果进行整合。
结果：共有653名医学生完成了JHLES。总平均分为140分中的81分(16.8分)，平均子量表得分在纳入和安全性方面为2.27(0.95),在同龄人群体中为3.37(0.91).定性方法包括归纳分析和演绎分析，确定包含骄傲的总体主题，高期望和竞争，以及对课程的看法。结果的整合强调需要继续努力创建一个支持性和包容性的LE，积极影响学生的经历和学术成功。
结论：这项研究为寻求提高医学教育质量和支持系统的教育机构提供了有价值的见解。建议包括教师发展，支持性环境的培养，课程修订,改进的导师计划，以及促进包容性和性别平等的举措。未来的研究应该探索纵向和比较研究，创新的混合方法方法，和干预措施，进一步优化医学教育经验。总的来说,这项研究有助于正在进行的医学教育对话，对影响学生感知的复杂因素进行细致入微的理解，并提出可操作的改进策略。
方法：这项混合方法研究采用了解释性顺序方法，其中首先使用约翰霍普金斯学习环境量表（JHLES）收集了横截面分析调查阶段，其次是定性焦点小组。使用联合显示将定量和定性方法的结果进行整合。
结果：共有653名医学生完成了JHLES。总平均分为140分中的81分(16.8分)，平均子量表得分在纳入和安全性方面为2.27(0.95),在同龄人群体中为3.37(0.91).定性方法包括归纳分析和演绎分析，确定包含骄傲的总体主题，高期望和竞争，以及对课程的看法。结果的整合强调需要继续努力创建一个支持性和包容性的LE，积极影响学生的经历和学术成功。
结论：这项研究为寻求提高医学教育质量和支持系统的教育机构提供了有价值的见解。建议包括教师发展，支持性环境的培养，课程修订,改进的导师计划，以及促进包容性和性别平等的举措。未来的研究应该探索纵向和比较研究，创新的混合方法方法，和干预措施，进一步优化医学教育经验。总的来说,这项研究有助于正在进行的医学教育对话，对影响学生感知的复杂因素进行细致入微的理解，并提出可操作的改进策略。
