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Can we create an equivalent educational experience on a two campus medical school?
1Hull York Medical School, Heslington Road, York, UK. jean.mckendree@hyms.ac.uk
Medical Teacher
|March 17, 2009
Summary
University campus environment and prestige have minimal impact on student learning. Despite perceptions, educational environments and exam performance were similar across different campuses, highlighting curriculum design
Area of Science:
- Medical education research
- Higher education studies
- Comparative education analysis
Background:
- Investigating the impact of differing university campus environments on student perceptions and academic achievement.
- Examining whether curriculum delivery on diverse campuses influences learning outcomes.
- Assessing the role of institutional prestige versus educational environment in student success.
Purpose of the Study:
- To compare student perceptions of the educational environment across two distinct campuses at Hull York Medical School (HYMS).
- To evaluate differences in academic achievement between students on these campuses, controlling for curriculum and faculty.
- To determine the influence of campus environment and perceived university prestige on learning outcomes.
Main Methods:
- Utilized the Dundee Ready Education Environment Measure (DREEM) for assessing student perceptions.
- Collected and analyzed examination results (written and clinical) for Year 1 and 2 students.
- Employed a comparative analysis of data from two HYMS campuses with identical curricula and faculty.
Main Results:
- Minimal differences in perceived educational environments were observed between campuses.
- Differences in perceptions, where found, favored the less 'prestigious' institution.
- No significant differences in written or clinical examination results were found between the campuses over the first two years.
Conclusions:
- University prestige and campus environment perceptions have limited impact on student academic performance.
- Student perceptions of their educational environment were largely similar across different campuses.
- Effective curriculum design and delivery appear to be more critical for student learning than institutional ranking or perceived prestige.
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