Health Professionals’ Education in Ethiopia: A comparative study of Public and Private Higher Education Institutions
| dc.contributor.advisor | Temesgen Fereja | |
| dc.contributor.author | Yenuse Molla | |
| dc.date.accessioned | 2026-06-16T09:15:13Z | |
| dc.date.available | 2026-06-16T09:15:13Z | |
| dc.date.issued | 2025-04-20 | |
| dc.description.abstract | Education is a cornerstone of national development, with higher education playing a critical role in advancing social, economic, and industrial progress. Within this sector, health professional education is essential for preparing skilled clinicians who can deliver quality healthcare and adapt to evolving medical landscapes. The quality of health science education directly impacts the competence of healthcare graduates, yet significant disparities exist between public and private higher education institutions (HEIs) in Ethiopia. Differences in resources, teaching methods, governance, and institutional support contribute to these variations. Both public and private Ethiopian HEIs provide vital health professional training. Evaluating the educational environment in these institutions is crucial for strengthening the country’s healthcare system. The educational climate encompasses the overall culture, physical setting, social interactions, teaching practices, policies, and leadership, all of which profoundly influence student engagement, motivation, and academic success. The Dundee Ready Education Environment Measure (DREEM) is a validated tool widely used to assess such environments in health professions education. This study aimed to assess and compare the quality of the educational environments in Ethiopian public and private health professional programs and to explore their impact on student achievement. Guided by a pragmatic philosophy integrating quantitative and qualitative methods, a comparative cross-sectional case study design was conducted. A total of 492 students completed the DREEM inventory, resulting in an overall mean score of 138 out of 200. According to the DREEM interpretive guidelines, this score indicates a learning environment perceived as “more positive than negative,” suggesting a generally supportive and conducive academic atmosphere. Key strengths identified included effective teaching, respectful faculty-student relationships, and a positive academic self-perception among students. When comparing institutional types, students from public higher education institutions (HEIs) reported a higher average score of 141.6, while those from private HEIs reported a slightly lower average of 134.6 out of 200. However, the score also suggests room for improvement, as it falls short of the 151-200 range designated as an “excellent educational environment.” Certain areas, potentially involving teaching quality, learning strategies, academic support, or social climate, may require targeted enhancements to optimize student experiences and outcomes. Improving these domains can elevate student satisfaction, academic performance, and psychological well-being, ultimately fostering more competent and confident health professionals. Importantly, the study found a strong, statistically significant correlation between the educational environment and licensure examination performance. Students who perceived their environment more positively tended to achieve better exam results, underscoring the critical role of a supportive learning climate. Thematic analysis highlighted multifaceted challenges affecting health science education in Ethiopia, spanning curriculum design, instructional quality, institutional governance, student support, resource allocation, and policy execution. These interconnected issues undermine educational and workforce outcomes. Nevertheless, participants proposed comprehensive, practical solutions that, if systematically implemented, could substantially enhance the quality and effectiveness of health science education in both public and private sectors. This study emphasizes the importance of continuous evaluation and improvement of the educational environment as a strategic priority to strengthen health professional training and, consequently, the broader healthcare system in Ethiopia. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8158 | |
| dc.language.iso | en | |
| dc.publisher | Addis ababa Universty | |
| dc.subject | Health Professionals education | |
| dc.subject | • Educational Environment | |
| dc.subject | • DREEM tool | |
| dc.subject | • Student Achievement and • Public-Private HEIs | |
| dc.title | Health Professionals’ Education in Ethiopia: A comparative study of Public and Private Higher Education Institutions | |
| dc.type | Dissertation |