Medical students' perceptions of the learning environment and its implications on teaching and learning: A qualitative study in Nigeria

Background & Objective: With increased interest in understanding the role of the Learning Environment (LE) in effective teaching and learning, this study explores how medical students in Nigeria perceived their LE and its impact on their education. Material & Methods: A thematic analysis approach was adopted for this qualitative study, using focus group discussion to gather data on students' experiences. Purposive sampling was used to choose participants after considering the representation of different subgroups and genders in the study population. Four focus groups were conducted to ensure data saturation. Each focus group consisted of eight participants, each with at least two females, a ratio similar to what was obtained in the study population. An interview guide based on some concepts of the Dundee Ready Education Environment Measure (DREEM) and other areas of interest was employed to navigate the interviews. An inductive thematic analysis involving a line-by-line examination of the transcripts was conducted to generate codes and identify various sub-themes and themes from the data. Results: Three main themes were identified. The first theme—pedagogical bedrock includes basic necessities, resource sufficiency, and expectations versus realities. These elements contribute to an effective teaching and learning environment, while their absence impedes learning. The second, the Promoters, encompasses factors in the learning environment that facilitate learning and comprises two sub-themes: the learning atmosphere and social perception. The third theme, Proficiency appraisal, focuses on students' perceived achievement of learning outcomes and the relevance of their learning experiences, incorporating both alignment and strategies. Conclusion: This research provided a sound understanding of the strengths and challenges in the LE and how these may influence the overall learning outcomes. Focused interventions can ensure an enhanced LE that will ultimately translate to enhanced teaching and learning outcomes.