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Assessment of the learning environment among medical students at Tabuk University, Saudi Arabia: a cross-sectional
1Department of Surgery, Faculty of Medicine, University of Tabuk, Tabuk, Saudi Arabia.
Background:
The learning environment (LE) is integral to medical students' academic performance, emotional well-being, and professional development. Students' perceptions of their learning environment provide valuable insights for identifying institutional strengths and weaknesses.
Purpose:
This study aimed to assess the perceived learning environment among medical students at Tabuk University and to examine differences across academic years and between male and female students.
Methods:
A quantitative cross-sectional study was conducted in December 2023 among medical students at Tabuk University. A total of 304 students participated. Data were collected using a 53-item self-administered questionnaire adapted from established instruments, including the Dundee Ready Education Environment Measure (DREEM) and the Medical School Learning Environment Survey (MSLES). The questionnaire covered domains related to teaching quality, academic support, student well-being, social integration, and curriculum relevance, and its content validity was established before use. Responses were recorded on a 5-point Likert scale. Data analysis included descriptive statistics, independent-samples t-tests, one-way ANOVA, and Pearson correlation analysis.
Results:
The response rate was 31.7% (304/960). Participants represented all academic years and were fairly balanced by gender. The overall mean LE satisfaction score was 3.52 (SD = 0.81), indicating a moderately positive perception. A clear U-shaped pattern was observed across the six academic years, with the lowest satisfaction in the second year and the highest in the sixth year. Female students reported significantly higher satisfaction than male students (p < 0.001). Teacher knowledge and peer support emerged as key strengths, whereas student fatigue and perceptions of academic dishonesty were identified as major concerns.
Conclusion:
The learning environment at Tabuk University was perceived as moderately positive, as reflected by an overall mean score above the neutral midpoint (3.0) of the questionnaire. However, notable challenges remain, particularly during the preclinical years. Efforts to strengthen student well-being, academic support, and curriculum design may further improve the learning environment.