Affiliations 

  • 1 IMU Centre for Education, International Medical University , Kuala Lumpur , Malaysia
  • 2 School of Medicine and Teaching and Learning Office and IMU Centre for Education, International Medical University , Kuala Lumpur , Malaysia
  • 3 School of Pharmacy and Teaching and Learning Office, International Medical University , Kuala Lumpur , Malaysia
  • 4 School of Pharmacy, International Medical University , Kuala Lumpur , Malaysia
Med Teach, 2019 Sep 06.
PMID: 31491355 DOI: 10.1080/0142159X.2019.1654089

Abstract

Background: Student evaluation of the learning environment is important to enhance learning experiences. Programs such as Pharmacy use feedback from the evaluation to identify teaching-learning issues and use it to improve the quality of the learning experiences. The article aims to explore the general observations from the evaluation; to identify how the feedback is used to improve the learning environment and to identify lessons for educators in managing and using the feedback. Methods: A cross-sectional data analysis of Pharmacy students' learning environment from 2011-2015 based on data from module, faculty, IMU-REEM and Student Barometer Survey was applied. Feedback obtained from the data was triangulated to establish commonalities/differences of the issues. Results: Based on the analysis, issues affecting Pharmacy student learning experiences were identified. The identified issues included teaching by subject matter experts, pedagogical delivery and physical learning environment. Seven lessons were presented for educators to assess the practicality of the feedback. Conclusions: The feedback serves as a means to improve the Pharmacy program. Nonetheless, the challenges lie between the ideal and realistic expectations of students in optimizing the learning experiences. Lessons acquired from the evaluation of the learning environment are essential for educators in managing and using the information.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.