Risk assessment of the educational environment and the learning process of medical university students

Authors

  • Karlygash Zhilkibaeva Astana Medical University, Astana, Kazakhstan
  • Aza Galayeva Karaganda Medical University, Karaganda, Kazakhstan
  • Karlygash N Tazhibayeva Almaty Regional Multidisciplinary Clinic, Almaty, Kazakhstan
  • Amil Suleimanov Al-Farabi Kazakh National University, Almaty, Kazakhstan
  • Gulzada Nurgaliyeva Al-Farabi Kazakh National University, Almaty, Kazakhstan
  • Dinara Shaki Al-Farabi Kazakh National University, Almaty, Kazakhstan
  • Saulemai Bekeyeva Astana Medical University, Astana, Kazakhstan
  • Laura Seiduanova Asfendiyarov Kazakh National Medical University, Almaty, Kazakhstan
  • Assankyzy Gulnazym Astana Medical University, Astana, Kazakhstan
  • Almagul Kauysheva National scientific center of phthisiopulmonology of the Republic of Kazakhstan
  • Assel D Sadykova National scientific center of phthisiopulmonology of the Republic of Kazakhstan

DOI:

https://doi.org/10.3329/bjms.v25i2.88731

Keywords:

medical education; educational environment; burnout; academic stress; DREEM; public health; risk assessment

Abstract

Background Medical education is characterized by high academic intensity, substantial cognitive and emotional demands, and prolonged exposure to psychosocial stressors. The educational environment has been recognized as a key modifiable determinant influencing student well-being, academic performance, and early professional burnout. However, evidence synthesizing educational environment–related risks within a public health framework remains fragmented. Aim To systematically review and meta-analyze available evidence on risks associated with the educational environment and learning process among medical students, focusing on psychosocial stress, burnout, and perceived quality of the educational environment. Methods A systematic review and meta-analysis were conducted in accordance with PRISMA guidelines. PubMed, Scopus, and Web of Science were searched for studies published between 2009 and 2024. Eligible studies assessed educational environment characteristics (e.g., DREEM), academic stress, burnout, and student well-being. Random-effects metaanalysis was applied to estimate pooled prevalence and associations. Results A total of 1,248 records were identified, of which 42 studies were included in qualitative synthesis and 31 in meta-analysis, encompassing 26,824 medical students from 23 countries. The pooled prevalence of burnout among medical students was 37.23% (95% CI: 32.66–42.05; I² = 98%). High academic stress was reported by approximately 51% of students. Mean DREEM scores ranged from 95.8 to 113.8, indicating predominantly “more positive than negative” perceptions. Metaregression demonstrated that educational environment indicators explained 38.7% of the variance in burnout and stress outcomes. Conclusion: The educational environment of medical universities constitutes a significant psychosocial risk factor affecting student well-being. Risk-oriented assessment of educational settings should be integrated into public health strategies for medical education to support sustainable workforce development.

BJMS, Vol. 25 No. 02 April’26 Page: 639-647

Downloads

Download data is not yet available.
Abstract
37
PDF
24

Downloads

Published

2026-04-19

How to Cite

Zhilkibaeva, K., Galayeva, A., Tazhibayeva, K. N., Suleimanov, A., Nurgaliyeva, G., Shaki, D., … Sadykova, A. D. (2026). Risk assessment of the educational environment and the learning process of medical university students. Bangladesh Journal of Medical Science, 25(2), 639–647. https://doi.org/10.3329/bjms.v25i2.88731

Issue

Vol. 25 No. 2 (2026)

Section

Original Articles

License

Copyright (c) 2026 Karlygash Zhilkibaeva, Aza Galayeva, Karlygash N Tazhibayeva, Amil Suleimanov, Gulzada Nurgaliyeva, Dinara Shaki, Saulemai Bekeyeva, Laura Seiduanova, Assankyzy Gulnazym, Almagul Kauysheva, Assel D Sadykova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in the Bangladesh Journal of Medical Science agree to the following terms that:

  1. Authors retain copyright and grant Bangladesh Journal of Medical Science the right of first publication of the work.

  2. Creative Commons Licence
    Articles in Bangladesh Journal of Medical Science are licensed under a Creative Commons Attribution 4.0 International License CC BY-4.0.This license permits use, distribution and reproduction in any medium, provided the original work is properly cited.
  3. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  4. Authors are permitted to post their work online (e.g., in institutional repositories or on their website) as it can lead to productive exchanges, as well as greater citation of published work.