Nomograms for Predicting Medical Students’ Perceptions of the Learning Environment: Multicenter Evidence From Medical Schools in China

Frontiers in Public Health, 2022 · DOI: 10.3389/fpubh.2022.825279 · Published: April 29, 2022

Simple Explanation

This study investigates the factors that influence medical students' perceptions of their learning environment. It aims to identify predictors of these perceptions to improve medical education and student well-being. The study used the Johns Hopkins Learning Environment Scale (JHLES) to assess students' perceptions. Nomograms were then created to predict perception levels based on identified factors. The study found that gender, university category, grade, mother's education level, the learning environment of schools, interest in medicine, and learning experience all significantly affect medical students' perceptions.

Study Duration

2020-02-20 to 2020-03-31

Participants

10,576 medical students

Evidence Level

Not specified

Key Findings

1
Males were found to have better perceptions of the medical school learning environment (MSLE) compared to females.
2
Students from Non-985/211 Project Universities and the Second Batches of Medical Universities reported better perceptions, while students from 985 Project Universities had poorer perceptions.
3
Students in grade 5 had more positive perceptions compared to those in grades 2 and 4, suggesting that the clinical internship environment impacts student perceptions differently at different stages.

Research Summary

This study aimed to identify factors influencing medical students’ perceptions of the medical school learning environment (MSLE) and to develop nomograms for predicting these perceptions. The study found that gender, university category, grade, mother's education level, school learning environment, interest in medicine, and Kolb learning experience were significantly associated with medical students’ perceptions of MSLE. The developed nomograms showed promising predictive accuracy and discrimination, suggesting their potential utility in assessing and improving medical students' perceptions of their learning environment.

Practical Implications

Targeted Interventions

Interventions can be designed to address modifiable factors such as school learning environment, student interest in medicine, and learning styles to improve student perceptions.

Curriculum Design

Medical schools can tailor their curriculum and teaching methods to better align with students' learning styles, enhancing their learning experience and perceptions of the learning environment.

Support Systems

Universities should focus on providing adequate support to students during critical transition periods, such as the shift to clinical internships, to mitigate negative impacts on their perceptions.

Study Limitations

1
The nomograms' construction based on univariate logistic regression analysis may lead to overfitting.
2
The cross-sectional design limits the ability to verify causality between identified factors and student perceptions.
3
The study focuses solely on medical students, potentially limiting the generalizability of the findings to other disciplines.

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