Issues in the Learning Context of Undergraduate Physiotherapy Programme at a Premier Medical School in Zambia

Christian C Ezeala; Mary M Moleki; Hastings Shula; Fastone M Goma

doi:10.22037/jme.v16i3.18069

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v16i3.18069

Issues in the Learning Context of Undergraduate Physiotherapy Programme at a Premier Medical School in Zambia

Author(s):

Christian C Ezeala^1,*,

Mary M Moleki²,

Hastings Shula¹,

Fastone M Goma³

1DLitt et Phil, Professor, School of Medicine and Health Sciences, Mulungushi University

2DLitt et Phil, Professor and COD, Department of Health Studies, University of South Africa

3Associate Professor, School of Medicine, University of Zambia

Journal of Medical Education for Future Demands:Vol. 16, issue 3; e105587

Published online:Jan 18, 2018

Article type:Research Article

Received:Aug 03, 2017

Accepted:Oct 17, 2017

How to Cite:Christian C Ezeala, Mary M Moleki, Hastings Shula, Fastone M Goma, Issues in the Learning Context of Undergraduate Physiotherapy Programme at a Premier Medical School in Zambia.J Med Edu.2018;16(3):e105587.https://doi.org/10.22037/jme.v16i3.18069.

Abstract

Background: Students’ perceptions of their learning environments influence their approaches to learning and the learning outcomes, and reflect a programme’s effectiveness. In Africa, literature on the learning environments of medical and health sciences education is scanty, and the issues impinging on effective education are not well documented. The objective of this study was to determine learners’ perceptions of the issues in the learning environment of undergraduate physiotherapy education at the University of Zambia.Methods: Undergraduate physiotherapy students in years 2 to 5 were stratified according to level of study and randomly sampled. They were provided written information about the study, and consenting students were allowed to complete the DREEM questionnaire unassisted. Completed questionnaires were rated using a recommended guideline and their responses analysed quantitatively. Global, subscale, and item mean scores were calculated, and Cronbach’s alpha was determined as a measure of data reliability and internal consistency. The study was approved by ethics committees of two universities.Results: Ninety-three students participated in the study. The response rate was 88.4 %. All classes rated the learning environment as ‘more positive than negative,’ with a mean global score of 123.2/200 (61.6 %). Scores within subscales (55.7–70.4 %) were comparable across the classes. Nine items scored below 2.0/4.0 indicating dissatisfaction. These included inadequate social support, teacher authoritarianism, and factual overload. Cronbach’s alpha for global scores was 0.896, and between 0.616 and 0.820 for subscale scores.Conclusion: Though total DREEM scores showed overall positive perception of the learning environment by the students, item analysis showed students’ dissatisfaction with several aspects. This analysis of undergraduate students’ perceptions of the Physiotherapy learning environment provided insight into the phenomena in the programme and adds to the literature on learning environments of Physiotherapy education in Africa.

Keywords

DREEM

Educational Environment

Physiotherapy

Teaching And Learning

Undergraduate Students

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Author(s):

Christian C Ezeala:[PubMed][Scholar]
Mary M Moleki:[PubMed][Scholar]
Hastings Shula:[PubMed][Scholar]
Fastone M Goma:[PubMed][Scholar]