Adamgbe Moses Ahangba, Okpanachi Joshua Adejo, Inalegwu Adole John, Firima Emmanuel, Bakwa Nenkimun Dirting, Gani Sophia Atoshi, Dung Davou Samuel, Bature Emmanuel Yohanna, Imade Victor Ibukun, Anuligo Gideon Ikemdinachukwu, Alapa Glory Enoche, Dafong Atarang Aposat, Agbatse Iorwuese Joshua, Ojile James Ichukwu, Okoye Chukwuma Ikem
Department of Surgery, Jos University Teaching Hospital Jos, Plateau State, Nigeria.
Division of Clinical Medicine, School of Medicine and Population Health, University of Sheffield, Sheffield, United Kingdom.
Niger Med J. 2025 Jan 10;65(6):934-945. doi: 10.60787/nmj.v65i6.570. eCollection 2024 Nov-Dec.
The learning environment (LE) plays a crucial role in the performance and training of medical students. Different tools have been used to assess the LE with various conclusions. However, the John Hopkins Learning Environment Scale (JHLES) which is a relatively newer scale is more specific, less cumbersome to administer, and has a wider scope. The study aims to assess the perception of the LE of undergraduate medical students in a Nigerian institution using the JHLES.
This was a cross-sectional study carried out on clinical medical students of the College of Health Sciences, University of Jos. A self-administered questionnaire containing socio-demographic data and the 28 JHLES questions was used. Data was analysed using SPSS version 25.0. The Overall mean JHLES Score was obtained by calculating the average of the JHLES scores attained by all participants.
A total of 400 clinical medical students were enrolled and a mean JHLES Score of 77.90 (±14.03) was obtained. The males were found to have statistically significantly higher mean JHLES scores than the females, particularly in the domain of Faculty relationships, Academic climate, and Mentoring. The domain of "community of peers" had the highest ratings while "mentoring" and "meaningful engagement" recorded the least scores.
The clinical medical students had a fair perception of their LE. The areas of strength should be encouraged while faculty may enact programs that will improve the domains with low scores to ultimately make better the learning environment and training of these future doctors.
学习环境（LE）在医学生的表现和培训中起着至关重要的作用。人们使用了不同的工具来评估学习环境，得出了各种结论。然而，约翰霍普金斯学习环境量表（JHLES）作为一种相对较新的量表，更具针对性，管理起来不那么繁琐，范围也更广。本研究旨在使用JHLES评估尼日利亚一所院校本科医学生对学习环境的认知。
这是一项对乔斯大学健康科学学院临床医学学生进行的横断面研究。使用了一份包含社会人口统计学数据和28个JHLES问题的自填式问卷。数据使用SPSS 25.0版本进行分析。通过计算所有参与者获得的JHLES分数的平均值来获得总体平均JHLES分数。
共招募了400名临床医学学生，平均JHLES分数为77.90（±14.03）。发现男性的平均JHLES分数在统计学上显著高于女性，特别是在师生关系、学术氛围和指导领域。“同伴群体”领域的评分最高，而“指导”和“有意义的参与”得分最低。
临床医学学生对他们的学习环境有一定的认知。应鼓励优势领域，而教师可以制定计划来改善得分较低的领域，最终改善这些未来医生的学习环境和培训。
