Impact of Learning Environment on Development of Professional Identity: A Perception of Undergraduate Medical Students

Abstract

Background:

The learning environment plays a pivotal role in shaping student experiences, academic performance, and professional identity formation in health professions education. While international evidence links supportive educational climates with stronger professional identity, limited data are available from institutions in Pakistan, particularly from Balochistan.

Objective:

To explore undergraduate medical and dental students’ perceptions of their learning environment at Jhalawan Medical College, Khuzdar, and to examine its association with professional identity development.

Methods:

An explanatory sequential mixed-methods design was employed. Quantitative data were collected using the Dundee Ready Educational Environment Measure (DREEM) and the Macleod Clark Professional Identity Scale (MCPIS-9), distributed via institutional email and learning platforms. A total of 210 students (175 MBBS, 35 BDS) responded (47% response rate). Focus group discussions (FGDs) with 6–8 participants per group further explored themes from the survey. Quantitative data were analysed using descriptive and inferential statistics; qualitative transcripts underwent thematic analysis.

Results

The median DREEM score was 128 (IQR 112–145), reflecting an overall “more positive than negative” perception of the learning environment. Social self-perception scored lowest, highlighting challenges in peer support and institutional climate. The median MCPIS-9 score was 24 (IQR 22–27), with 82% of students expressing strong professional identity. A moderate positive correlation was observed between DREEM and MCPIS-9 scores (r = 0.51, p < 0.001). Qualitative findings emphasised the importance of constructive faculty feedback, mentorship, and mental health support, but also noted inconsistencies across faculty.

Conclusion:

Students perceive their environment positively overall, yet challenges in social support, stress, and variability in faculty engagement remain. Strengthening mentoring, mental health services, and curricular innovations may enhance both learning and professional identity formation.