Identifying the Factors Affecting the Educational Environment of Medical Institutes in Pakistan: An Evidence-Based Approach
DOI:
https://doi.org/10.61919/jhrr.v3i2.277Keywords:
Educational Environment, Medical Education, Pakistan, Facilities, Teaching Methods, Curriculum, Quantitative AnalysisAbstract
Background: In Pakistan, the medical education sector is grappling with significant challenges related to facilities, teaching methods, and curriculum. This study aims to investigate these issues to provide insights into improving the educational standards in medical universities.
Objective: The study seeks to identify and analyze key factors impacting the educational environment in Pakistani medical universities and propose actionable strategies for enhancement.
Methods: This research employed primary data collection using purposive sampling, targeting 100 participants including administrators, teachers, and students from various medical universities. Data was gathered through questionnaires and analyzed quantitatively using SPSS, with a focus on Pearson’s correlation and regression analyses.
Results: The quantitative analysis revealed specific trends: a 60% correlation between inadequate facilities and negative educational outcomes, a 55% correlation linking poor teaching methods to diminished learning efficacy, and a 65% correlation between outdated curricula and student dissatisfaction. Regression analysis further affirmed the substantial impact of these independent variables on the overall educational environment.
Conclusion: The findings underscore a pressing need to address the identified factors to improve the educational environment in Pakistani medical universities. Strategic enhancements in facilities, teaching methods, and curricula are essential to uplift the quality of medical education and better prepare future healthcare professionals.
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Copyright (c) 2023 Muhammad Haris, Sobia Haris, Fatima Muhammad Khan, Bilqis Hassan, Khaula Gul, Farah Deeba, Muhammad Jehangir Khan
This work is licensed under a Creative Commons Attribution 4.0 International License.
