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Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University

dc.contributor.authorGovender, I.en_ZA
dc.contributor.authorDe Villiers, Martinen_ZA
dc.date.accessioned2021-11-09T11:52:45Z
dc.date.available2021-11-09T11:52:45Z
dc.date.issued2019-10-28
dc.identifier.citationGovender, I. & de Villiers, M. 2019. Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University. South African Family Practice, 61(4):136–143. doi:10.4102/safp.v61i4.4952
dc.identifier.issn2078-6204 (online)
dc.identifier.issn2078-6190 (print)
dc.identifier.otherdoi:10.4102/safp.v61i4.4952
dc.identifier.urihttp://hdl.handle.net/10019.1/123408
dc.descriptionCITATION: Govender, I. & de Villiers, M. 2019. Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University. South African Family Practice, 61(4):136–143. doi:10.4102/safp.v61i4.4952
dc.descriptionThe original publication is available at https://safpj.co.za/index.php/safpj
dc.description.abstractBackground: An important determinant of a medical student’s behaviour and performance is the department’s teaching and learning environment. Evaluation of such an environment can explore methods to improve educational curricula and optimise the academic learning environment. Aim: The aim is to evaluate the educational environment of undergraduate students in the Department of Family Medicine as perceived by students. Setting: This descriptive quantitative study was conducted with one group of final-year students (n = 41) enrolled in 2018, with a response rate of 93% (n = 39). Students were in different training sites at SMU. Methods: Data were collected using the Dundee Ready Educational Environmental Measure (DREEM) questionnaire. Total and mean scores for all questions were calculated. Results: The learning environment was given a mean score of 142/200 by the students. Individual subscales show that ‘academic self-perception’ was rated the highest (25/32), while ‘social self-perception’ had the lowest score (13/24). Positive perception aspects of the academic climate included: student competence and confidence; student participation in class; constructive criticism provided; empathy in medical profession; and friendships created. Areas for improvement included: provision of good support systems for students; social life improvement; course coordinators being less authoritarian and more approachable; student-centred curriculum with less emphasis on factual learning and factual recall. Conclusion: Students’ perceptions of their learning environment were more positive than negative. The areas of improvement will be used to draw lessons to optimise the curriculum and learning environment, improve administrative processes and develop student support mechanisms in order to improve students’ academic experience.en_ZA
dc.description.urihttps://safpj.co.za/index.php/safpj/article/view/4952
dc.format.extent8 pages ; illustrations
dc.language.isoen_ZAen_ZA
dc.publisherSouth African Academy of Family Physicians
dc.subjectDREEM questionnaireen_ZA
dc.subjectMedical education -- Evaluationen_ZA
dc.subjectProfessional educationen_ZA
dc.subjectMedical education -- Psychological aspectsen_ZA
dc.subjectCurriculum evaluationen_ZA
dc.subjectStudent-centered learningen_ZA
dc.subjectConsumer satisfaction -- University of Sefako Makgatho -- Pretoria (South Africa)en_ZA
dc.subjectMedical students -- University of Sefako Makgatho -- Pretoria (South Africa)en_ZA
dc.titleOptimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences Universityen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher’s version
dc.rights.holderAuthors retain copyright


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