Abstract
Objective: To assess the association between the learning environment and academic performance at medical colleges.
Methods: The cross-sectional study was conducted in four medical colleges in 2014 in Riyadh, Saudi Arabia. Online questionnaire was sent to final year medical students. It included demographic profile, the last Grade Point Average, and the Dundee Ready Education Environment Measure. Data was analysed using SPSS 17.
Results: Of the 423 students who were sent the online form, 261(61.7%) responded and among them 193 (45.6%) questionnaires had been fully filled and were included in the analysis. Mean Dundee Ready Education Environment Measure score was 117.9 +/- 27; higher for females (p = 0.019). Correlation coefficient 'R' was 0.29 (p < 0.001). As the perception of learning environment increased from "Poor", "Plenty of Problems", "More Positive than Negative" to "Excellent", the mean GPA increased gradually (p = 0.0006). Perception of learning environment as "More Positive than Negative" and "Excellent" increased the mean GPA by 0.38 (95% confidence interval: 0.19 - 0.56) compared to "Poor", "Plenty of Problems" on multivariable analysis.
Conclusion: Low, yet positive correlation between perception about learning environment and academic performance in the form of GPA indicated that improvement in the learning environment may enhance the academic performance of medical students.