Exploring the perception of the educational environment among health sciences students at the University of Rwanda: a mixed methods study

The educational environment (EE) plays a very important role in effective learning. However, information about the quality of the EE at the University of Rwanda (UR) is limited. We aimed to explore the perception of health sciences students about their EE at UR. We used a mixed methods design. Of 606 health sciences students in total, 241 participants were recruited for a quantitative survey using the Dundee Ready Education Environment Measure (DREEM) questionnaire. Additionally, we purposively recruited 10 participants for the qualitative data collection using an interview guide. We used descriptive statistics, independent samples t-test and analysis of variance (ANOVA) test to analyse the quantitative data. The interview verbatims were transcribed and analysed using a thematic approach. The overall mean score of DREEM was 133.74±20.00 which indicates a more positive environment. Female students had higher score than males in the academic (p = 0.005) and social (p = 0.001) self-perception sub-domains. There were also differences in academic selfperception (p = 0.008) and learning atmosphere (p = 0.002) across the departments. The qualitative interviews revealed some specific problems that need to be addressed such as the shortage of financial means during clinical placements; occasional lack of lecturers; insufficient time for hands-on-practice; insufficient chairs in classrooms; and delays in providing feedback to students. Health sciences students at the UR had a positive perception towards their EE. However, there is a need for more efforts to make the environment more positive

Exploring the perception of the educational environment among health sciences students at the University of Rwanda: a mixed methods study

The educational environment (EE) plays a very important role in effective learning. However, information about the quality of the EE at the University of Rwanda (UR) is limited. We aimed to explore the perception of health sciences students about their EE at UR. We used a mixed methods design. Of 606 health sciences students in total, 241 participants were recruited for a quantitative survey using the Dundee Ready Education Environment Measure (DREEM) questionnaire. Additionally, we purposively recruited 10 participants for the qualitative data collection using an interview guide. We used descriptive statistics, independent samples t-test and analysis of variance (ANOVA) test to analyse the quantitative data. The interview verbatims were transcribed and analysed using a thematic approach. The overall mean score of DREEM was 133.74±20.00 which indicates a more positive environment. Female students had higher score than males in the academic (p = 0.005) and social (p = 0.001) self-perception sub-domains. There were also differences in academic selfperception (p = 0.008) and learning atmosphere (p = 0.002) across the departments. The qualitative interviews revealed some specific problems that need to be addressed such as the shortage of financial means during clinical placements; occasional lack of lecturers; insufficient time for hands-on-practice; insufficient chairs in classrooms; and delays in providing feedback to students. Health sciences students at the UR had a positive perception towards their EE. However, there is a need for more efforts to make the environment more positive