Resumo

KEMPEN, E; LABUSCHAGNE, M J  e  JAMA, M P. Elements of a safe learning environment: A student perspective. Afr. J. Health Prof. Educ. (Online) [online]. 2024, vol.16, n.2, pp.2-6. ISSN 2078-5127.  http://dx.doi.org/10.7196/AJHPE.2024.v16i2.1222.

BACKGROUND. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe. OBJECTIVE. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. METHODS. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolb's experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. RESULTS. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified. CONCLUSION. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies.

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