https://space.mu.ac.zm/xmlui/handle/123456789/67 Wed, 06 May 2026 13:41:30 GMT 2026-05-06T13:41:30Z https://space.mu.ac.zm/xmlui/handle/123456789/190 Evaluation of the educational environments of undergraduate medicine and pharmacy programmes at the University of Zambia Ezeala and Moleki, Christian C. Prof., Mary M. Background:Situational factors influence learners’ approaches to learning and determine learning outcomes. The study determined issues in the learning environments of medical and pharmacy students at the University of Zambia with a view to providing information for improvement. Methods: A quantitative observational design based on the Dundee Ready Educational Environment Measurement (DREEM) inventory was used to survey undergraduate students’ perceptions of their learning environments. A total of 270 students – 135 in years 3 to 7 of medical school and 135 in years 3 to 5 of pharmacy school – at the University of Zambia participated. Total, subscale, and single item DREEM scores were analysed and compared. Results: Mean total DREEM score for all participants was 119/200 (±20.4). Scores for the subscales varied from 15/28 (±3.6) for social self-perception to 21/32 (±3.9) for academic self-perception. The total and subscale scores were not significantly different between Medicine and Pharmacy at P > 0.05. Six areas of concern were observed in both programmes: lack of a social support system for stressed students, dictatorial staff, overemphasis on factual learning, tense teaching atmosphere, curriculum issues, and unpleasant accommodations. Medical students were particularly about tense classrooms and lack of feedback; pharmacy students were more likely to be concerned about curriculum issues.Conclusion: The study showed that although the educational climates of healthcare programmes in medical schools may be comparable, specific programme concerns can be significantly different. Strategic planning to improve schools should consider both general perceptions and specific issues in individual programmes. Mon, 01 Jan 2018 00:00:00 GMT https://space.mu.ac.zm/xmlui/handle/123456789/190 2018-01-01T00:00:00Z https://space.mu.ac.zm/xmlui/handle/123456789/189 Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia Ezeala, Christian C. Prof. Aim:To propose a strategy for improvement of undergraduate students’ learning environment based on analysis of their perceptions. Methods:Medical, Pharmacy and Physiotherapy undergraduate students participated in the study. The study used a quantitative descriptive design, based on the Dundee Ready Educational Environment Measure (DREEM) inventory. The University of South Africa and University of Zambia Ethics Committees provided ethical approval. Using stratified random sampling, participants were drawn from the Ridgeway Campus of the University. They responded to a demographic section and the 50 DREEM items. Data analysis included descriptive statistics on demographics, total and subscales DEEM scores and mean scores on individual items. Cronbach’s alpha and confirmatory factor analysis provided reliability and validity indices of the dataset. Specific issues derived from individual items’ scores were used to propose a strategy. Results:Total participants were 488 including 239 from Medicine, 135 from Pharmacy and 74 from Physiotherapy. Response rate was 95.5%. Mean total score was 119.3/200. Scores within subscales of perception of learning, perception of teachers, academic self-perception, perception of atmosphere, and social self-perception were 29.87/48, 26.29/44, 20.96/32, 27.26/48 and 14.86/14, respectively. Four strategic issues emerged from six items with mean scores below 2.0/4.0:lack of adequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation and inadequate facilities. Strategic objectives were raised and strategic options recommended from literature. Conclusion: Strategic planning in medical and health professions education should consider learners’ concerns by analysing their learning environments. Mon, 24 Feb 2020 00:00:00 GMT https://space.mu.ac.zm/xmlui/handle/123456789/189 2020-02-24T00:00:00Z https://space.mu.ac.zm/xmlui/handle/123456789/188 Undergraduate Students’ Perception of the Educational Environment of a Medical SchoolProvided a Framework for Strategic Planning Ezeala and Moleki, Christian C. Prof. Aim:To propose a strategy for improvement of undergraduate students’ learning environment based on analysis of their perceptions. Methods:Medical, Pharmacy and Physiotherapy undergraduate students participated in the study. The study used a quantitative descriptive design, based on the Dundee Ready Educational Environment Measure (DREEM) inventory. The University of South Africa and University of Zambia Ethics Committees provided ethical approval. Using stratified random sampling, participants were drawn from the Ridgeway Campus of the University. They responded to a demographic section and the 50 DREEM items. Data analysis included descriptive statistics on demographics, total and subscales DEEM scores and mean scores on individual items. Cronbach’s alpha and confirmatory factor analysis provided reliability and validity indices of the dataset. Specific issues derived from individual items’ scores were used to propose a strategy. Results:Total participants were 488 including 239 from Medicine, 135 from Pharmacy and 74 from Physiotherapy. Response rate was 95.5%. Mean total score was 119.3/200. Scores within subscales of perception of learning, perception of teachers, academic self-perception, perception of atmosphere, and social self-perception were 29.87/48, 26.29/44, 20.96/32, 27.26/48 and 14.86/14, respectively. Four strategic issues emerged from six items with mean scores below 2.0/4.0:lack of adequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation and inadequate facilities. Strategic objectives were raised and strategic options recommended from literature. Conclusion: Strategic planning in medical and health professions education should consider learners’ concerns by analysing their learning environments. Wed, 01 Jan 2020 00:00:00 GMT https://space.mu.ac.zm/xmlui/handle/123456789/188 2020-01-01T00:00:00Z