Perception of the learning environment among trainees of the Public Health Supervisor-I Training Program at the University of Community Health, Magway, Myanmar

Yamin Thaung; Chaw Su Maung; Khin Cho Aye; Ye Phyo Aung; Htun Tin; Tin Tun

doi:10.18203/2394-6040.ijcmph20264053

Authors

Yamin Thaung Department of Human Resources for Health, Ministry of Health, Myanmar
Chaw Su Maung Department of Human Resources for Health, Ministry of Health, Myanmar
Khin Cho Aye University of Community Health, Magway, Myanmar
Ye Phyo Aung Defence Services Medical Academy, Yangon, Myanmar
Htun Tin Department of Human Resources for Health, Ministry of Health, Myanmar
Tin Tun Department of Human Resources for Health, Ministry of Health, Myanmar

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20264053

Keywords:

DREEM, Public Health Supervisor-I training, Myanmar, Public Health Supervisor-I Training

Abstract

Background: A positive and supportive learning environment is an important determinant for the academic achievement of trainees in health professional education. In Myanmar, the Public Health Supervisor-I Training Program has recently transitioned to a hybrid model, necessitating an assessment of its learning environment.

Methods: This study used a cross-sectional explanatory sequential mixed-methods design to assess the perceptions of 197 PSH-I trainees regarding their learning environment at the University of Community Health, Magway, using the Dundee Ready Educational Environment Measure (DREEM), and to explore their perspectives on the strengths and weaknesses of the current learning environment.

Results: The overall DREEM score was 152.57/200, indicating an excellent educational environment. The mean scores of five domains were: students’ perceptions of learning (35.38/48), students’ perceptions of teachers (36.65/44), students’ academic self-perceptions (25.53/32), students’ perceptions of atmosphere (34.49/48), and students’ social self-perceptions (20.52/28). Female students perceived the program more positively than male students (p=0.249), with a significant difference in students’ perceptions of teachers (p=0.034). In-depth interviews with 13 trainees showed transition burden, uneven learning environments, teacher support, academic pressure, peer support, and suggestions for system improvement. Trainees appreciated supportive teaching and peer relationships but experienced stress from the hybrid structure, travel, accommodation issues, crowded classrooms, inconsistency between on-campus and off-campus teaching, and academic pressure.

Conclusions: Overall, the learning environment was perceived positively. However, structural improvements are needed to reduce burdens associated with the hybrid model and create a more supportive, coherent, and learner-centered environment.

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