ArticleBMC medical education2024
Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Assessing the clinical learning environment among respiratory therapy students in Saudi Arabia: a cross-sectional study.BMC medical education · 2026Article
- Characterization of the learning environment for teaching pharmaceutical care: a scoping review.BMC medical education · 2026Article
- Medical Students' Perceptions of Clinical Learning Environments in Public and Private Hospitals in Jeddah: A Mixed-Methods Study.Advances in medical education and practice · 2026Article
- Medical students' perceptions of the effectiveness of module study guides: a mixed-methods study in Saudi Arabia.Frontiers in medicine · 2026Article
- Mental health burden and service barriers among medical and health sciences students: prevalence and determinants from a cross-sectional analysis.Frontiers in psychology · 2026Article
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Authors and funding
7 authors.
Funding
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Abstract
backgroundIn 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.
methodsThis 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.
resultsA 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.
conclusionThis 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.
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