Assessing the Perception of Undergraduate Medical Students of the Educational Environment in a Central Institute of Eastern India: A Mixed-Method Study.

Introduction  Understanding students' insight into the learning environment is crucial for improving the quality of medical education. Most studies evaluating medical educational environments have been conducted in well-established colleges or in developed countries with mature infrastructure and academic traditions. Evidence from newly established medical institutes in India remains scarce. This study was undertaken in a central institute of national importance in Eastern India, established in 2019 by the Government of India. Capturing student perceptions in such a formative phase provides crucial insights into strengths and areas needing improvement. The findings offer novel benchmarks for similar emerging institutes across the country. Methods  An explanatory sequential mixed-methods model was applied. In the quantitative phase, a cross-sectional survey using the 28-item Johns Hopkins Learning Environment Scale (JHLES) was administered to all undergraduate medical students and interns via email, WhatsApp, and classroom visits. In the qualitative phase, four focus group discussions (FGDs) were conducted using a pilot-tested interview guide. Discussions were held in Hindi, audio-recorded with consent, and analyzed thematically after reaching data saturation. Quantitative data were evaluated using descriptive statistics, chi-square tests, and ANOVA to assess associations between JHLES scores and sociodemographic variables (SPSS v26; p < 0.05 considered significant). Qualitative data from transcribed FGDs were evaluated thematically using a manual, inductive approach aligned with JHLES domains. Integration of results was achieved through a joint display, enabling side-by-side correlation of quantitative scores with qualitative perceptions for an in-depth understanding of the learning environment. Results  Out of 460 students, 434 participated in the study, yielding a response rate of 94%. The mean overall JHLES score was 87/140. More recent batches reported significantly higher scores, particularly in domains such as meaningful engagement, faculty relationships, and academic climate. Male students scored higher than females (p = 0.03). Qualitative findings supported the quantitative results and highlighted improvements in faculty interaction, mentorship, peer collaboration, and access to extracurricular activities. Variations across batches were attributed to the evolving institutional infrastructure and the development of support systems. Conclusion The study highlights steady advancements in the educational environment, especially among more recent student cohorts. An encouraging, welcoming, and well-organized learning environment positively affects student perception and engagement. Institutional commitment to regular assessment and targeted interventions is key to sustaining a high-quality learning environment.