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What is Descriptive Research? Definition, Methods, Types and Examples

Descriptive research is a methodological approach that seeks to depict the characteristics of a phenomenon or subject under investigation. In scientific inquiry, it serves as a foundational tool for researchers aiming to observe, record, and analyze the intricate details of a particular topic. This method provides a rich and detailed account that aids in understanding, categorizing, and interpreting the subject matter.

Descriptive research design is widely employed across diverse fields, and its primary objective is to systematically observe and document all variables and conditions influencing the phenomenon.

After this descriptive research definition, let’s look at this example. Consider a researcher working on climate change adaptation, who wants to understand water management trends in an arid village in a specific study area. She must conduct a demographic survey of the region, gather population data, and then conduct descriptive research on this demographic segment. The study will then uncover details on “what are the water management practices and trends in village X.” Note, however, that it will not cover any investigative information about “why” the patterns exist.

Table of Contents

What is descriptive research?

If you’ve been wondering “What is descriptive research,” we’ve got you covered in this post! In a nutshell, descriptive research is an exploratory research method that helps a researcher describe a population, circumstance, or phenomenon. It can help answer what , where , when and how questions, but not why questions. In other words, it does not involve changing the study variables and does not seek to establish cause-and-effect relationships.

Importance of descriptive research

Now, let’s delve into the importance of descriptive research. This research method acts as the cornerstone for various academic and applied disciplines. Its primary significance lies in its ability to provide a comprehensive overview of a phenomenon, enabling researchers to gain a nuanced understanding of the variables at play. This method aids in forming hypotheses, generating insights, and laying the groundwork for further in-depth investigations. The following points further illustrate its importance:

Provides insights into a population or phenomenon: Descriptive research furnishes a comprehensive overview of the characteristics and behaviors of a specific population or phenomenon, thereby guiding and shaping the research project.

Offers baseline data: The data acquired through this type of research acts as a reference for subsequent investigations, laying the groundwork for further studies.

Allows validation of sampling methods: Descriptive research validates sampling methods, aiding in the selection of the most effective approach for the study.

Helps reduce time and costs: It is cost-effective and time-efficient, making this an economical means of gathering information about a specific population or phenomenon.

Ensures replicability: Descriptive research is easily replicable, ensuring a reliable way to collect and compare information from various sources.

When to use descriptive research design?

Determining when to use descriptive research depends on the nature of the research question. Before diving into the reasons behind an occurrence, understanding the how, when, and where aspects is essential. Descriptive research design is a suitable option when the research objective is to discern characteristics, frequencies, trends, and categories without manipulating variables. It is therefore often employed in the initial stages of a study before progressing to more complex research designs. To put it in another way, descriptive research precedes the hypotheses of explanatory research. It is particularly valuable when there is limited existing knowledge about the subject.

Some examples are as follows, highlighting that these questions would arise before a clear outline of the research plan is established:

• In the last two decades, what changes have occurred in patterns of urban gardening in Mumbai?
• What are the differences in climate change perceptions of farmers in coastal versus inland villages in the Philippines?

Characteristics of descriptive research

Coming to the characteristics of descriptive research, this approach is characterized by its focus on observing and documenting the features of a subject. Specific characteristics are as below.

• Quantitative nature: Some descriptive research types involve quantitative research methods to gather quantifiable information for statistical analysis of the population sample.
• Qualitative nature: Some descriptive research examples include those using the qualitative research method to describe or explain the research problem.
• Observational nature: This approach is non-invasive and observational because the study variables remain untouched. Researchers merely observe and report, without introducing interventions that could impact the subject(s).
• Cross-sectional nature: In descriptive research, different sections belonging to the same group are studied, providing a “snapshot” of sorts.
• Springboard for further research: The data collected are further studied and analyzed using different research techniques. This approach helps guide the suitable research methods to be employed.

Types of descriptive research

There are various descriptive research types, each suited to different research objectives. Take a look at the different types below.

• Surveys: This involves collecting data through questionnaires or interviews to gather qualitative and quantitative data.
• Observational studies: This involves observing and collecting data on a particular population or phenomenon without influencing the study variables or manipulating the conditions. These may be further divided into cohort studies, case studies, and cross-sectional studies:
• Cohort studies: Also known as longitudinal studies, these studies involve the collection of data over an extended period, allowing researchers to track changes and trends.
• Case studies: These deal with a single individual, group, or event, which might be rare or unusual.
• Cross-sectional studies : A researcher collects data at a single point in time, in order to obtain a snapshot of a specific moment.
• Focus groups: In this approach, a small group of people are brought together to discuss a topic. The researcher moderates and records the group discussion. This can also be considered a “participatory” observational method.
• Descriptive classification: Relevant to the biological sciences, this type of approach may be used to classify living organisms.

Descriptive research methods

Several descriptive research methods can be employed, and these are more or less similar to the types of approaches mentioned above.

• Surveys: This method involves the collection of data through questionnaires or interviews. Surveys may be done online or offline, and the target subjects might be hyper-local, regional, or global.
• Observational studies: These entail the direct observation of subjects in their natural environment. These include case studies, dealing with a single case or individual, as well as cross-sectional and longitudinal studies, for a glimpse into a population or changes in trends over time, respectively. Participatory observational studies such as focus group discussions may also fall under this method.

Researchers must carefully consider descriptive research methods, types, and examples to harness their full potential in contributing to scientific knowledge.

Examples of descriptive research

Now, let’s consider some descriptive research examples.

• In social sciences, an example could be a study analyzing the demographics of a specific community to understand its socio-economic characteristics.
• In business, a market research survey aiming to describe consumer preferences would be a descriptive study.
• In ecology, a researcher might undertake a survey of all the types of monocots naturally occurring in a region and classify them up to species level.

These examples showcase the versatility of descriptive research across diverse fields.

Advantages of descriptive research

There are several advantages to this approach, which every researcher must be aware of. These are as follows:

• Owing to the numerous descriptive research methods and types, primary data can be obtained in diverse ways and be used for developing a research hypothesis .
• It is a versatile research method and allows flexibility.
• Detailed and comprehensive information can be obtained because the data collected can be qualitative or quantitative.
• It is carried out in the natural environment, which greatly minimizes certain types of bias and ethical concerns.
• It is an inexpensive and efficient approach, even with large sample sizes

Disadvantages of descriptive research

On the other hand, this design has some drawbacks as well:

• It is limited in its scope as it does not determine cause-and-effect relationships.
• The approach does not generate new information and simply depends on existing data.
• Study variables are not manipulated or controlled, and this limits the conclusions to be drawn.
• Descriptive research findings may not be generalizable to other populations.
• Finally, it offers a preliminary understanding rather than an in-depth understanding.

To reiterate, the advantages of descriptive research lie in its ability to provide a comprehensive overview, aid hypothesis generation, and serve as a preliminary step in the research process. However, its limitations include a potential lack of depth, inability to establish cause-and-effect relationships, and susceptibility to bias.

Frequently asked questions

When should researchers conduct descriptive research.

Descriptive research is most appropriate when researchers aim to portray and understand the characteristics of a phenomenon without manipulating variables. It is particularly valuable in the early stages of a study.

What is the difference between descriptive and exploratory research?

Descriptive research focuses on providing a detailed depiction of a phenomenon, while exploratory research aims to explore and generate insights into an issue where little is known.

What is the difference between descriptive and experimental research?

Descriptive research observes and documents without manipulating variables, whereas experimental research involves intentional interventions to establish cause-and-effect relationships.

Is descriptive research only for social sciences?

No, various descriptive research types may be applicable to all fields of study, including social science, humanities, physical science, and biological science.

How important is descriptive research?

The importance of descriptive research lies in its ability to provide a glimpse of the current state of a phenomenon, offering valuable insights and establishing a basic understanding. Further, the advantages of descriptive research include its capacity to offer a straightforward depiction of a situation or phenomenon, facilitate the identification of patterns or trends, and serve as a useful starting point for more in-depth investigations. Additionally, descriptive research can contribute to the development of hypotheses and guide the formulation of research questions for subsequent studies.

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Descriptive Research: Methods And Examples

A research project always begins with selecting a topic. The next step is for researchers to identify the specific areas…

A research project always begins with selecting a topic. The next step is for researchers to identify the specific areas of interest. After that, they tackle the key component of any research problem: how to gather enough quality information. If we opt for a descriptive research design we have to ask the correct questions to access the right information. 

For instance, researchers may choose to focus on why people invest in cryptocurrency, knowing how dynamic the market is rather than asking why the market is so shaky. These are completely different questions that require different research approaches. Adopting the descriptive method can help capitalize on trends the information reveals. Descriptive research examples show the thorough research involved in such a study. 

Get to know more about descriptive research design .

Descriptive Research Meaning

Features of descriptive research design, types of descriptive research, descriptive research methods, applications of descriptive research, descriptive research examples.

A descriptive method of research is one that describes the characteristics of a phenomenon, situation or population. It uses quantitative and qualitative approaches to describe problems with little relevant information. Descriptive research accurately describes a research problem without asking why a particular event happened. By researching market patterns, the descriptive method answers how patterns change, what caused the change and when the change occurred, instead of dwelling on why the change happened.

Descriptive research refers to questions, study design and analysis of data conducted on a particular topic. It is a strictly observational research methodology with no influence on variables. Some distinctive features of descriptive research are:

• It’s a research method that collects quantifiable information for statistical analysis of a sample. It’s a quantitative market research tool that can analyze the nature of a demographic
• In a descriptive method of research , the nature of research study variables is determined with observation, without influence from the researcher
• Descriptive research is cross-sectional and different sections of a group can be studied
• The analyzed data is collected and serves as information for other search techniques. In this way, a descriptive research design becomes the basis of further research

To understand the descriptive research meaning , data collection methods, examples and application, we need a deeper understanding of its features.

Different ways of approaching the descriptive method help break it down further. Let’s look at the different types of descriptive research :

Descriptive Survey

Descriptive normative survey, descriptive status.

This type of research quantitatively describes real-life situations. For example, to understand the relation between wages and performance, research on employee salaries and their respective performances can be conducted.

Descriptive Analysis

This technique analyzes a subject further. Once the relation between wages and performance has been established, an organization can further analyze employee performance by researching the output of those who work from an office with those who work from home.

Descriptive Classification

Descriptive classification is mainly used in the field of biological science. It helps researchers classify species once they have studied the data collected from different search stations.

Descriptive Comparative

Comparing two variables can show if one is better than the other. Doing this through tests or surveys can reveal all the advantages and disadvantages associated with the two. For example, this technique can be used to find out if paper ballots are better than electronic voting devices.

Correlative Survey

The researcher has to effectively interpret the area of the problem and then decide the appropriate technique of descriptive research design . 

A researcher can choose one of the following methods to solve research problems and meet research goals:

Observational Method

With this method, a researcher observes the behaviors, mannerisms and characteristics of the participants. It is widely used in psychology and market research and does not require the participants to be involved directly. It’s an effective method and can be both qualitative and quantitative for the sheer volume and variety of data that is generated.

Survey Research

It’s a popular method of data collection in research. It follows the principle of obtaining information quickly and directly from the main source. The idea is to use rigorous qualitative and quantitative research methods and ask crucial questions essential to the business for the short and long term.

Case Study Method

Case studies tend to fall short in situations where researchers are dealing with highly diverse people or conditions. Surveys and observations are carried out effectively but the time of execution significantly differs between the two. 

There are multiple applications of descriptive research design but executives must learn that it’s crucial to clearly define the research goals first. Here’s how organizations use descriptive research to meet their objectives:

• As a tool to analyze participants : It’s important to understand the behaviors, traits and patterns of the participants to draw a conclusion about them. Close-ended questions can reveal their opinions and attitudes. Descriptive research can help understand the participant and assist in making strategic business decisions
• Designed to measure data trends : It’s a statistically capable research design that, over time, allows organizations to measure data trends. A survey can reveal unfavorable scenarios and give an organization the time to fix unprofitable moves
• Scope of comparison: Surveys and research can allow an organization to compare two products across different groups. This can provide a detailed comparison of the products and an opportunity for the organization to capitalize on a large demographic
• Conducting research at any time: An analysis can be conducted at any time and any number of variables can be evaluated. It helps to ascertain differences and similarities

Descriptive research is widely used due to its non-invasive nature. Quantitative observations allow in-depth analysis and a chance to validate any existing condition.

There are several different descriptive research examples that highlight the types, applications and uses of this research method. Let’s look at a few:

• Before launching a new line of gym wear, an organization chose more than one descriptive method to gather vital information. Their objective was to find the kind of gym clothes people like wearing and the ones they would like to see in the market. The organization chose to conduct a survey by recording responses in gyms, sports shops and yoga centers. As a second method, they chose to observe members of different gyms and fitness institutions. They collected volumes of vital data such as color and design preferences and the amount of money they’re willing to spend on it .
• To get a good idea of people’s tastes and expectations, an organization conducted a survey by offering a new flavor of the sauce and recorded people’s responses by gathering data from store owners. This let them understand how people reacted, whether they found the product reasonably priced, whether it served its purpose and their overall general preferences. Based on this, the brand tweaked its core marketing strategies and made the product widely acceptable .

Descriptive research can be used by an organization to understand the spending patterns of customers as well as by a psychologist who has to deal with mentally ill patients. In both these professions, the individuals will require thorough analyses of their subjects and large amounts of crucial data to develop a plan of action.

Every method of descriptive research can provide information that is diverse, thorough and varied. This supports future research and hypotheses. But although they can be quick, cheap and easy to conduct in the participants’ natural environment, descriptive research design can be limited by the kind of information it provides, especially with case studies. Trying to generalize a larger population based on the data gathered from a smaller sample size can be futile. Similarly, a researcher can unknowingly influence the outcome of a research project due to their personal opinions and biases. In any case, a manager has to be prepared to collect important information in substantial quantities and have a balanced approach to prevent influencing the result. 

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Explore Harappa Diaries to learn more about topics such as Main Objectives of Research , Examples of Experimental Research , Methods Of Ethnographic Research , and How To Use Blended Learning to upgrade your knowledge and skills.

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Descriptive Research: Definition, Methods & Examples

• August 19, 2021

Voxco’s Descriptive Research guide helps uncover the how, when, what, and where questions in a research problem

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When you are a store manager in a convenience store, and you have to make a report. Any finding such as which product is selling most, what time of the day you have the most crowd, or which product customers are demanding most, all these observations and reporting is descriptive research. 

It is often the first step of any research since the data you gather sets the stage for the research question. It is used to determine the problem you want to explore before fully realizing it. The information helps you identify the problem. 

In this blog, we’ll discuss the characteristics, types, pros & cons, and three ways to conduct this research type to help you in your next market research.

What is descriptive research?

Descriptive research refers to the research method that describes the characteristics of the variables you are studying. This methodology focuses on answering questions to the “WHAT” than the “WHY” of the research question. The primary focus of this research method is to describe the nature of the demographics understudy instead of focusing on the “why”.

It is called an observational research method as none of the variables in the study are influenced during the research process.

For example, let’s assume that a UK-based brand is trying to establish itself in New York and wants to understand the demographics of the buyers who generally purchase from brands similar to it. 

In descriptive research, the information gathered from the survey will only focus on the population’s demographics. It will uncover details on the buying patterns of different age cohorts in New York. It will not study why such patterns exist because the brand is trying to establish itself in New York. 

They want to understand the buying behavior of the population, not why such associations exist. It is a part of quantitative market research or social research study, which involves conducting survey research using quantitative variables on a market research software or social research software .

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What are the characteristics of descriptive research?

Among the many, the following are the main characteristics of this research type:

• Quantitative research
• Nature of variables
• Cross-sectional studies
• Directs future research

Let’s discuss these four characteristics in detail. 

1. Quantitative research:

It is quantitative as it attempts to collect and statistically analyze information. This research type is a powerful research tool that permits a researcher to collect data and describe the demographics of the same with the help of statistical analysis. Thus, it is a quantitative research method .

2. Nature of variables:

The variables included in this research are uncontrolled. They are not manipulated in any way. Descriptive research mostly uses observational methods; thus, the researcher cannot control the nature and behavior of the variables under study.

3. Cross-sectional studies:

In this research type, different sections of the same group are studied. For instance, in order to study the fashion preferences of New York, the researcher can study Gen Z as well as Millennials from the same population in New York.

4. Directs future research:

Since this research identifies the patterns between variables and describes them, researchers can further study the data collected here. It guides researchers to discover further why such patterns have been found and their association. Hence, it gives researchers a direction toward insightful market research.

What are the methods of conducting descriptive research?

Primarily, there are three descriptive research methods: 

• Observation,
• Survey, & 

We have explained how you can conduct this research type in three different ways. Each method helps gather descriptive data and sets the scene for thorough research.

1. Observational method

All research has some component of observation, this observation can be quantitative or qualitative. A quantitative observation includes objectively collecting data that is primarily in numerical form. 

The data collected should be related to or understood in terms of quantity.

Quantitative observations are analyzed with the help of survey analytics software . 

Examples of quantitative observations include observation of any variable related to a numerical value such as age, shape, weight, height, scale, etc.

For example, a researcher can understand a customer’s satisfaction with their recent purchases by asking them to rate their satisfaction on a Likert scale ranging from 1 (extremely unsatisfied) to 7 (extremely satisfied).

Qualitative observations monitor the characteristics of a phenomenon and do not involve numerical measurements.

Using this type of descriptive research, you can observe respondents in a naturalistic environment from a distance. Since the respondents are in a natural environment, the observed characteristics enrich and offer more insights. 

For instance, you can monitor and note down the observations of customers in a supermarket by observing their selection and purchasing patterns. This offers a detailed cognizance of the customer.

In any kind of research, you should ensure high survey response rates for improved quality of insights.  

2. Survey method

The survey method includes recording the answers of respondents through surveys or questionnaires. Surveys can include polls as well. They are the most common tool for collecting market research data. 

Surveys are generally used to collect feedback from the respondents. It should have a survey that taps into both open-ended and closed-ended questions .

The biggest advantage of the survey method is that it can be conducted using online or offline survey tools . One of the reasons why the survey method is the go-to option for descriptive research is that it entails the collection of large amounts of data in a limited span of time.

3. Case study method

The in-depth study of an individual or a group is known as a case study. Case studies usually lead to developing a hypothesis to explore a phenomenon further. Case studies are limited in their scope in that they don’t allow the researcher to make cause-effect conclusions or accurate predictions. 

This is because these associations could reflect the bias on the researchers’ part instead of a naturally occurring phenomenon. Another reason why case studies are limited in scope is that they could just be reflecting an atypical respondent in the survey. 

An atypical respondent refers to someone who is different from the average consumer, and if researchers make judgments about the entire target population based on this consumer, it can affect the external validity of the study.

[ Related read: Descriptive vs experimental research ]

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What are the types of descriptive research?

There are seven types of descriptive research based on when you conduct them and what type of data research you conduct. We have explained these seven types in brief with examples to help you better understand them.

1. Cross-sectional: 

A descriptive method of studying a particular section of the target population at a specific point in time. 

Example : Tracking the use of social media by Gen Z in the Netherlands. 

2. Longitudinal: 

This type of descriptive study is conducted for an extended period on a group of people. 

Example : Monitoring changes in the volume of cyber-bullying among Millenials from 2022 to 2024. 

3. Normative: 

In this descriptive method, we compare the result of a study with an existing norm. 

Example : Comparing legal verdicts in similar types of cases. 

4. Relational/Correlational:

We investigate the type of relationships (correlation) between two variables in this type of descriptive research. 

Example : Investigating the relationship between video games and mental health. 

5. Comparative: 

A descriptive study that compares two or more people, groups, or conditions based on a specific aspect. 

Example : Comparing the salary of two employees in similar job roles from two companies. 

6. Classification: 

This type of research arranges collected data into classes based on specific criteria to analyze them. 

Example : Classification of customers based on their buying behavior. 

7. Archival: 

A descriptive study where you search for past records and extract information.

Example : Tracking company’s sales data over the decade. 

We have been discussing the descriptive method with examples. So now let’s see how you can use this research type in a real-world application.

Guide to Descriptive Research

Learn the key steps of conducting descriptive research to uncover breakthrough insights into your target market.

Examples of Descriptive Research Under Market Research

This research type helps you gather the necessary information you need to understand the problem. It sets the scene to conduct further research. But how can you use this research method in the real world? 

We have explained its real-world application in three scenarios to help you determine where and where you want to use this research type. 

1. Sales Studies

You can use this research type to analyze the potential of the market, what is currently trending in the market, and which products may perform well in terms of sales. You can also study what circumstances influence the market shares and when they are likely to increase or decrease. 

This research type can help you gather the demographic data of the consumers.

2. Consumer Perception and Behavior Studies

You can use this research method to analyze what consumers think about the brand. You can evaluate their perceptions about the products sold by a particular brand and the uses of other competitive products. 

Using descriptive research, you can also analyze what advertising strategies have worked to increase the positive perceptions of the brand. You can assess consumers’ consumption behavior and how it is influenced by product pricing.

3. Market Characteristics Studies

Another way you can use this research method is by analyzing the distribution of the products in the market. You can gather contextual data on questions such as “which countries have more sales”, “which countries have fewer products but the product is sold out quickly” , etc. 

You can also analyze the brand management of competitors ; what strategy is working for them and what is not.

What are the applications of descriptive research?

This research method is used for a variety of reasons. Even after outlining survey goals, and survey designs as well as collecting information through surveys, there is no way of knowing whether or not the research you are conducting will meet the predictions that you have made. 

Here are some popular ways in which organizations use this research type:

1. Defining the characteristics of respondents

Since most descriptive research methods use close-ended questions for the collection of data, it helps in drawing objective conclusions about the respondents.

It helps in deriving patterns, traits, and behaviors of respondents. It also aims to understand respondents’ attitudes and opinions about certain phenomena.

For instance , researchers can understand how many hours young adults spend on the internet, their opinions about social media platforms, and how important they consider these platforms to be. This information will help the company make informed decisions regarding its products and brands. 

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2. Analyzing trends in data

You can use statistical data analysis to understand the trends in data over time. 

For instance, consider an apparel company that drops a new line of clothing; they may research how Gen Z and Millennials react to the new launch. If they discover that the new range of clothes has worked effectively for one group (Gen Z) but not the other, the company may stop producing clothes for the other group.

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3. Comparing different groups

Something closely knit to the previous point is also comparing different groups of customers based on their demographics. With descriptive research, you can study how different groups of people respond to specific services offered by a company. 

For instance , what is the influence of income, age, gender, income, etc. influence the spending behaviors of consumers?

This research method helps companies understand what they should do to increase their brand appeal in different groups of the population. 

4. Validating existing patterns of respondents

Since it is non-invasive and makes use of quantitative data (mostly), you can make observations about why the current patterns of purchasing exist in customers. 

You can also use the findings as the basis of a more in-depth study in the future. 

5. Conducting research at different times

Descriptive research can be conducted at different periods of time in order to see whether the patterns are similar or dissimilar at different points in time. You can also replicate the studies to verify the findings of the original study to draw accurate conclusions.

6. Finding correlations among variables

This method is also used to draw correlations between variables and the degree of association between the variables. 

For instance, if the focus is on men’s age and expenditure. 

There is a possibility of finding a negative correlation between the two variables, indicating that as the age of men increases, the less they spend on sports products.

Descriptive research Examples

A descriptive method of research aims to gather answers for how, what, when, and where. 

Let’s use some examples to understand how a descriptive method of research is used. 

Before investing in housing at any location, you would want to conduct your own research to understand 

• How is the market changing?
• When or at what time of year is it changing?
• Where would you make more profit?

This type of research is an example of a descriptive study. 

A company studies the behavior of its customers to identify its target market before it launches a new product. This is another use case of how brands use descriptive research. 

The company may conduct this research by observing the customer’s reaction and behavior toward a competitor’s product. 

Or, they can also conduct surveys to ask customer opinions on the new product by the company before its launch. 

A restaurant planning to open a branch in a new locality will research to understand the behavior of the people living there. They will survey the people to know their choice of flavor, taste, foods, drinks, and more. 

Now that we’ve seen how you can use this research method for your research purpose, let’s also see the advantages & disadvantages of the research.

What Are the Advantages of Descriptive Research?

It is the preliminary research method. Most researchers use this method to discover the problem they should prioritize. Before diving into the experiments, let’s see some of the reasons why you should be conducting this research. 

1. Primary data collection

In this type of descriptive research, the data is collected through primary data collection methods such as case studies, observational methods, and surveys. This kind of data collection provides us with rich information and can be used for future research as well. It can also be used for developing hypotheses or your research objective.

2. Multiple data collection

Descriptive research can also be conducted by collecting qualitative or quantitative data . Hence, it is more varied, flexible, and diverse and tends to be thorough and elaborate.

[ Related read: Data Collection: All you need to know! ]

3. Observational behavior 

The observational method of this research allows researchers to observe the respondent’s behavior in natural settings. This also ensures that the data collected is high in quality and honest.

4. Cost-effective

It is cost-effective and the data collection of this research can be done quickly. You can conduct descriptive research using an all-in-one solution such as Voxco. Leverage a platform that gives you the capability of the best market research software to conduct customer, product, and brand research.

What Are the Disadvantages of Descriptive Research?

Descriptive research also has some disadvantages. Let’s learn about these cons so you can wisely decide when you should use this research to keep the disadvantages to a minimum. 

1. Misleading information

Respondents can give misleading or incorrect responses if they feel that the questions are assessing intimate matters. Respondents can also be affected by the observer’s presence and may engage in pretending. This is known as the observer effect.

2. Biases in studies

The researchers’ own opinions of biases may affect the results of the study. This is known as the experimenter effect.

3. Representative issue 

There is also the problem of data representativeness. It occurs when a case study or the data of a small sample does not adequately represent the whole population.

4. Limited scope

Descriptive research has limited scope, wherein it only analyzes the “what” of research, it does not evaluate the “why” or “how” questions of research.

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Wrapping up;

So that sums up our descriptive research guide. It is a wide concept that demands a conceptual framework for descriptive design and a thorough understanding of descriptive survey design . 

Naturally, it becomes essential that you adopt online survey tools that facilitates all of the above and provides ample room for insightful research.  

Voxco’s omnichannel survey software allows you to create interactive surveys, deploy them across multiple channels, and conduct data analysis in one platform.

This research method enables you to explain and describe the characteristics of a target population. The descriptive research method helps you uncover deeper insights into various aspects of the target population, such as who, what, when, where, and how. 

There are many data collection methods you can use to collect descriptive research data. For example, you can perform the research via surveys (online, phone, or offline), case studies, observations, and archival research.

Here are some key characteristics of this research methodology: 

This research type helps you describe the characteristics, behavior, opinions, and perspectives of the population or research subject. 

The data gathered from descriptive research is a reliable and comprehensive source of explanation of the research subject. 

In this methodology, the researcher focuses on observing and reporting on the natural relationship between the variables. There is no manipulation of variables or establishing a cause-and-effect relationship.

Descriptive research offers many advantages. 

Descriptive research methods are simple and easy to design and conduct. You don’t need research expertise for this research design in comparison to conducting more complex research. 

This research method is more cost-effective than other research methodologies, particularly experimental research designs. 

The descriptive research method enables you to collect qualitative and quantitative data. The research data helps extract valuable insights and supports further root-cause analysis.

Descriptive research methodology also has some limitations, here are some of those: 

Descriptive research data may generate insights specific to a population under study. This limits your ability to generalize the results to a wider population, which makes the data less representative. 

The data collection approaches and observation biases can lead to bias in the research method, which can negatively impact the accuracy and reliability of the research findings.

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Descriptive Research

What is Descriptive Research?

Descriptive research is a methodology that focuses on explaining “what” is happening in a given situation, problem, or phenomenon. It only describes and understands a specific topic without explaining the reasons behind whatever is happening. It provides information about the characteristics and behaviors but doesn’t give in-depth knowledge of the causes or reasons for those behaviors.

For example, a travel agency wants to gain information about the travel preferences of its customers. They interview a sample of customers and only collect the “what” part of the data, like what are their favorite travel destinations, what accommodations they prefer, and what activities they enjoy. The agency does not collect any information about why the customers prefer those destinations, accommodations, and activities.

Table of Contents

• Data Collection Methods

How to Conduct Descriptive Research?

• Detailed Case Study
• Characteristics

Disadvantages

Purpose – why perform descriptive research.

Descriptive research is a type of research methodology that only collects data related to “what,” then why do researchers use this research? Here are some of the key purposes of this research:

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• Describing Characteristics: It helps in providing a detailed and objective description of a group, event, or object, giving a clear picture of the topic.
• Finding Relationships: Although it doesn’t explain any causes or reasons, it can help make connections or find relationships between different factors.
• Identifying Trends : Researchers can use it to spot patterns or changes over time, helping them understand shifts in a particular area of interest.
• Foundation for Analytical Research : It gathers foundational data before more in-depth research or experiments, helping analytical researchers.
• Creating Profiles: This research helps create profiles of individuals or groups, capturing their characteristics, which is useful in understanding specific populations.
• Market Research and Decision Making: It aids businesses in analyzing consumer behavior, market trends, and customer preferences to make informed decisions.
• Guiding Policies : Policymakers and organizations use it to do planning and make decisions based on objective data and evidence.

If you need research paper help for your descriptive research projects, experts at All Essay Writer can assist you with comprehensive and detailed writing support.

Examples of Descriptive Research

#1: census data analysis.

When governments conduct censuses to gather detailed demographic information about their population, they use descriptive research. The data collected includes age, gender, ethnicity, education, occupation, and more. The authorities can analyze this data to describe the population’s characteristics, such as the distribution of age groups, gender ratios, or educational attainment in different regions.

#2: Workplace Observations

Industrial and organizational psychologists may conduct workplace observational studies to describe employee behaviors, job performance, and corporate culture. This descriptive research can provide insights into factors that impact productivity, job satisfaction, and employee well-being.

#3: Sleep Habits and Technology Use

Sleep researchers may conduct surveys or studies to describe how technology usage before bedtime affects people’s sleep quality and duration. This research is particularly relevant in the context of modern technology’s impact on sleep patterns.

Data Collection Methods of Descriptive Research

1. Survey Method

• Surveys involve gathering data from a sample of individuals or groups through structured questionnaires or interviews.
• They help collect information on opinions, attitudes, behaviors, and demographics.
• Researchers can use surveys in various formats, such as online surveys, face-to-face interviews, telephone interviews, or mailed questionnaires.

2. Observation Method

• Observation involves simply looking at the behavior and characteristics of individuals or groups and recording the observations.
• Researchers may be unobtrusive observers, meaning they can remain hidden and not interact, or participant observers, meaning they engage with the subjects.
• Observations can provide valuable insights into real-life behaviors and contexts.

3. Case Study Method

• In a case study, the researcher studies a single individual, group, or organization over a period.
• Researchers gather data from multiple sources, such as interviews, observations, documents, and artifacts, to comprehensively understand the case.
• Case studies are beneficial when investigating unique or rare phenomena and providing in-depth insights into complex situations.

Step 1: Choose your Research Topic

Pick a subject you want to study and define what you want to learn about it. Make sure it’s something you can realistically investigate and relevant to your field of interest.

Step 2: Read Existing Studies

Look at what others have already researched about your topic. It will help you understand the subject better, find gaps in knowledge, and refine your research questions.  

Step 3: Decide how to Collect Information

Decide how you will gather information. You can use surveys, questionnaires, interviews, observations, case studies, or analyze existing data. Choose the method that suits your topic best.

Step 4: Choose Your Sample

Pick a group representing the larger population, so your findings can apply to more people. Also, make sure to use random or stratified sampling to avoid bias.

Step 5: Gather and Organize the Data

Collect information following your chosen method. Be careful and accurate in recording the data. You can collect data in person, online, or through other appropriate ways. Finally, arrange your data in an organized manner.

Step 6: Draw Conclusions

Look at what you found in your data analysis. Explain the key findings and what they mean. Based on your findings, come to conclusions that answer your research questions. Relate your results to what others have found in previous studies.

Step 7: Share Your Results

Write a detailed report with an introduction, what others have studied before, your methods, findings, and conclusion. Use tables, graphs, and visuals to make it easier to understand.

Descriptive Research – Detailed Case Study

To understand the process of how descriptive research works, let us see a detailed case study.

Scenario : Geologist Dr. Richard wants to learn about volcanic activity in the Hawaiian Islands, an area known for its active volcanoes and geological instability. He wants to understand how these volcanoes behave.

Here are the steps Dr. Richard follows to perform a descriptive study.

Step 1: Choosing the Subject

Dr. Richard selects the volcanoes in the Hawaiian Islands as the subject of his study. He aims to find out why these volcanoes erupt and what makes them different from other volcanoes.

Step 2: Finding and Studying Existing Research

Dr. Richard seeks research paper help and reads many books and research papers about the volcanoes in the Hawaiian Islands. He looks at old records and talks to other experts to learn more about these volcanoes.

Step 3: Deciding which Methods to Use

He decides to use the observation method to collect data. He also carries several measuring tools to assist with the data collection.

Step 4: Selecting a Sample

Dr. Richard wants to study different types of volcanoes to understand them better. So, he picks a few different volcanoes to study in the Hawaiian Islands.

Step 5: Collecting the Required Data

Dr. Richard goes to the Hawaiian Islands to study the volcanoes and observes them closely. He also uses tools to measure shaking on the ground caused by volcanic activity.  

Step 6: Arriving at Conclusions

After studying the data, Dr. Richard records all the information collected about the volcanoes in the Hawaiian Islands and explains their behavior.

Step 7: Sharing the Research Findings

Dr. Richard writes a report with all the information he finds. He shares this report with other scientists, government agencies, and environmentalists.

Characteristics of Descriptive Research

• Quantitative and qualitative data: It can use quantitative (numerical) and qualitative (non-numerical) data. Quantitative methods focus on surveys, questionnaires, and statistical analysis, while qualitative methods involve interviews, focus groups, and content analysis.
• Cross-sectional design: This research typically has a cross-sectional design, where data is collected at a single point in time. It allows researchers to get a snapshot of the population or phenomenon of interest.
• Sample selection: To gather accurate results, researchers use different sampling techniques to choose a sample representing the whole group they want to study. The size and representativeness of the sample are essential to draw conclusions that apply to the entire population.
• Non-experimental: Unlike experimental research, which tests cause-and-effect relationships by changing things, descriptive research simply observes and describes what is already happening without changing anything.
• Data analysis: It involves data analysis techniques such as frequencies, percentages, averages, and measures of central tendency (e.g., mean , median , mode ). It helps summarize and describe the data collected.
• Report findings: The researcher presents the research results descriptively, often through tables, charts, graphs, and narrative descriptions. The help is providing a clear and comprehensive account of the observed data.
• Preliminary exploration: This research is like a starting point for more studies. It helps researchers find patterns and relationships that might need more research in the future. It’s like a clue that can lead to new discoveries.
• Provides a detailed and comprehensive understanding of the subject
• Suitable for exploring new topics
• Doesn’t invade people’s privacy
• Findings can often apply to a larger group
• Time and cost-effectiveness compared to other research types.
• Can’t tell us why things happen, can only tell what happens
• Doesn’t explain the reasons behind the findings
• Biases can influence results
• Lack of control over variables
• Findings might not be accurate for a bigger group if the sample is too small or not representative.

Frequently Asked Questions (FAQs)

Q1. What is a hypothesis in descriptive research? Answer: In descriptive research, a hypothesis is a statement that predicts the relationship between variables. For example, a hypothesis could be “People who post more than three times a day on social media have 20% more followers than those who post less frequently.” This hypothesis describes the connection between posting frequency on social media and the number of followers.

Q2. Is descriptive research design qualitative or quantitative? Answer: The nature of a descriptive research design can be either qualitative or quantitative. In qualitative research, researchers collect non-numerical data to gain in-depth insights. On the other hand, in quantitative research, researchers collect numerical data to summarize and describe the subject of study.

Q3. What is descriptive research also known as? Answer: Descriptive research is also known as hypothesis-generating research. Here, researchers observe and describe a phenomenon without changing any variables. It helps them gather important information and acts as a starting point for more in-depth studies.

Recommended Articles

This article was a comprehensive guide to the descriptive research methodology. We discussed its characteristics, examples, advantages and disadvantages, and more. You may read some similar articles given below:

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Descriptive Research and

Ai generator.

Do you ever just look at your surroundings and notice all its little details. The way sunlight reflects on a car windshield or how kids would behave when their parents buy them ice cream. Many fascinating things are happening in the world, and sometimes the only thing we can do is observe and describe what’s happening. The very act of describing something can mean a great deal to many people. Imagine telling a blind person what the outside world looks like. That’s how important your descriptions and observations can be. Every movement, every color, every reaction, all of that is essential.

The basic act of describing something is considered a data-gathering method. To be more accurate, this is called descriptive research. This research is a method of identifying the characteristics of a variable. This study points out what makes the object or phenomenon. It generally just collects data without involving other stimuli. It is used to guide researchers in categorizing their subjects to their respective classification. If your research is done as a team, you need to figure out who your fellow researchers are and how they aid your study. What you need is a descriptive research organizational chart .

The process of pointing out and recording features, behaviors, and other various characteristics of a variable or demographic is called descriptive research. It is basically like how it sounds; it describes the respondents of the study. There are three main methods for descriptive analysis.

• Observation – this method gathers data by observing the variables in their natural environment. This method is considered the most effective since it doesn’t rely on the honesty and accuracy of the respondent.
• Case-Study – for in-depth research, this method is the most reliable. This method studies the unusual behaviors of a variable and often lead to new hypotheses and further analysis.
• Survey – to figure out the patterns, frequencies, averages, this research methodology is used. This requires respondents to answer questionnaires truthfully and open-mindedly.

10+ Descriptive Research Examples and Templates

An organizational chart is a structure that organizes the hierarchy of a party. Just like in a descriptive research design, this determines and categorizes the chain of command in making decisions for the study and the group. If your project plan involves making one for your research team, here are 10+ descriptive research examples and templates you can use.

1. Project Organizational Chart Template

• Google Docs
• Editable PDF

Size: A4 & US Letter Sizes

2. School Organizational Chart Template

3. Educational Organizational Chart Template

4. Company Organizational Chart Template

5. Department Organizational Chart Template

6. Free Clinical Research Organizational Chart Template

7. Free Research Team Organizational Chart Template

8. Free Research Division Organizational Chart Template

9. Free Research Center Organizational Chart Template

10. Free Sample University Organizational Chart Template

11. Research and Graduate Studies Organizational Chart

Size: 5.8 MB

Make It Applicable

As part of our everyday lives, whether it’s for work or school, we are tasked to conduct research. Descriptive research is part of these. It details the features and attributes of the subject of the study. This research gathers quantitative and qualitative information using an observational approach. This helps researchers collect and select their needed information. Research is done with focus and accuracy to get desirable results. But have you ever wondered how descriptive study helps? Many reasons make descriptive research the go-to method for gathering data.

Define the Definite

Research teams have a lot of tasks in hand. Whether it’s surveys, questionnaires or analysis, they work to answer the questions we can’t figure out. And when they are conducting a descriptive study, it’s no wonder that they try to describe their respondent’s behaviors and responses to a tee. The information they collect are used to make further analysis. Defining something might not seem like a hard task, but any misinterpretation of the response can mess up the entirety of the research. The primary function of a descriptive study is to understand and analyze the characteristics of a given variable.

Trends of Today

There are various reasons for data collection, like exploratory research that aims to formulate ideas for a more intense examination of descriptive analysis that studies the characteristics of a subject as it is. Descriptive analysis also measures the trends and patterns in the given information. In market research , this is used to see if your target market is still desirable over time. You will need a descriptive analysis to see if your product can keep up with the ever-changing trends and patterns of market preference. This also means you can study the trends and diagrams to make business forecasting for your company.

Comparing Apples and Oranges

In the corporate world, you need to distinguish who your clients are and what kind of product or service you can offer them. What your company needs to do is descriptive research. Descriptive research can lead to creating efficient marketing strategies for your company. This method helps in conducting comparisons on which target market is more suitable for your products. This kind of analysis observes phenomenons, and the data gathered can then be used to see which variables fit what you are actually looking for.

Keep It Legit

Clinical research can refer to psychological or any related medical research. Clinical research often uses descriptive analysis as a method of classifying diseases, medicines, and more. The descriptive study doesn’t involve any forced elements making for authentic and reliable results. This research validates the conditions that are already noted. This research is relatively easy to conduct, so redoing it doesn’t take much effort. By utilizing the same situations, variables, and environments, you can present the same results to prove its validity. So in medicine, this helps researchers find causes and cures for similar diseases.

Time and Time Again

Sometimes for research project management , an investigation has to be done twice. Whether it’s to see if the results were valid, if changes occur after a certain period, or if other similar variables produce close results. A primary research approach is a descriptive study. This type of study focuses on the features of a subject without adding external factors. Saying this, repetition of the research wouldn’t be a problem since all it takes is observing. Descriptive research strategies are so uncomplicated; this research method can be done for your thesis to complete your investigation.

The way we see things is the first step to understanding what it is. The way birds fly or the sound crickets make, they all guide us in knowing the deeper meaning of its existence. Sometimes you just have to look hard and listen carefully. But don’t get too confident; there’s always more than meets the eye.

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Descriptive study on the relationship between dyspnea, physical performance, and functionality in oncology patients.

1. Introduction

2. materials and methods, 2.1. design and procedures, 2.2. participants.

• Inclusion Criteria
• Exclusion Criteria
• Study Variables
• Assessment Instruments
• Statistical Methodology
• Descriptive Methodology
• Analytical Methodology
• Data Processing

3.1. Sample and Demographic Characteristics

3.2. diagnosis and treatment, 3.3. disease stage, 3.4. analysis of study variables, 3.5. analysis of qualitative variables, 4. discussion, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Share and Cite

Lucas-Ruano, D.; Sanchez-Gomez, C.; Rihuete-Galve, M.I.; Garcia-Martin, A.; Fonseca-Sanchez, E.; Fernández-Rodríguez, E.J. Descriptive Study on the Relationship between Dyspnea, Physical Performance, and Functionality in Oncology Patients. Healthcare 2024 , 12 , 1675. https://doi.org/10.3390/healthcare12161675

Lucas-Ruano D, Sanchez-Gomez C, Rihuete-Galve MI, Garcia-Martin A, Fonseca-Sanchez E, Fernández-Rodríguez EJ. Descriptive Study on the Relationship between Dyspnea, Physical Performance, and Functionality in Oncology Patients. Healthcare . 2024; 12(16):1675. https://doi.org/10.3390/healthcare12161675

Lucas-Ruano, Diego, Celia Sanchez-Gomez, María Isabel Rihuete-Galve, Alberto Garcia-Martin, Emilio Fonseca-Sanchez, and Eduardo José Fernández-Rodríguez. 2024. "Descriptive Study on the Relationship between Dyspnea, Physical Performance, and Functionality in Oncology Patients" Healthcare 12, no. 16: 1675. https://doi.org/10.3390/healthcare12161675

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GENDER AND ACADEMIC SUCCESS IN SOCIAL STUDIES: A NIGERIAN PERSPECTIVE

• Matthew Damilola, Omojemite

The objective of this Study is to comprehensively understand how gender influences academic success in Social Studies among students in Nigeria. The study adopted the descriptive research design of the ex-post facto. The population of the study consisted of 21,510 student in Junior Secondary Schools in the 16 Local Government Areas of Ekiti State, Nigeria. The sample of the study consisted of 600 students selected using multistage random procedure. This was doneby first dividing the state into three senatorial districts. The second stage was the selection of a Local Government Area from each of the senatorial districts after which four schools were selected from each of the LGAs using simple random sampling techniques making it a total of 12 schools. In each of the schools selected, 50 students were sampled taking into consideration their gender. Hence, 25 male and 25 female students were sampled in each of the schools selected for the study. This made it a total of 600 students. A self-design instrument tagged, Questionnaire on Gender Influence and Inventory on Students Performance in Social Studies were used to collect data for the study. The instruments were administered by the researcher through the help three trained research assistants. The data collected were analysed using descriptive statistics of frequency counts mean, standard deviation, and bar charts.

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• Published: 16 August 2024

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

• Banan Mukhalalati 1 ,
• Aaliah Aly 1 ,
• Ola Yakti 1 ,
• Sara Elshami 1 ,
• Alaa Daud 2 ,
• Ahmed Awaisu 1 ,
• Ahsan Sethi 3 ,
• Alla El-Awaisi 1 ,
• Derek Stewart 1 ,
• Marwan Farouk Abu-Hijleh 4 &
• Zubin Austin 5  

BMC Medical Education volume  24 , Article number:  886 ( 2024 ) Cite this article

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The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.

An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students ( N  = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.

The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.

Conclusions

The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Peer Review reports

The learning environment is fundamental to higher education and has a profound impact on student outcomes. As conceptualized by Gruppen et al. [ 1 ], it comprises a complex interplay of physical, social, and virtual factors that shape student engagement, perception, and overall development. Over the last decade, there has been a growing global emphasis on the quality of the learning environment in higher education [ 2 , 3 , 4 ]. This focus stems from the recognition that a well-designed learning environment that includes good facilities, effective teaching methods, strong social interactions, and adherence to cultural and administrative standards can greatly improve student development [ 2 , 5 , 6 , 7 ]. Learning environments impact not only knowledge acquisition and skill development but also value formation and the cultivation of professional attitudes [ 5 ].

Professional identity is defined as the “attitudes, values, knowledge, beliefs, and skills shared with others within a professional group” [ 8 ]. The existing research identified a significant positive association between the development of professional identity and the quality of the learning environment, and this association is characterized by being multifaceted and dynamic [ 9 ]. According to Hendelman and Byszewski [ 10 ] a supportive learning environment, characterized by positive role models, effective feedback mechanisms, and opportunities for reflective practice, fosters the development of a strong professional identity among medical students. Similarly, Jarvis-Selinger et al. [ 11 ] argue that a nurturing learning environment facilitates the socialization process which enables students to adopt and integrate the professional behaviors and attitudes expected in their field. Furthermore, Sarraf-Yazdi et al. [ 12 ] highlighted that professional identity formation is a continuous and multifactorial process involving the interplay of individual values, beliefs, and environmental factors. This dynamic process is shaped by both clinical and non-clinical experiences within the learning environment [ 12 ].

Various learning theories, such as the Communities of Practice (CoP) theory [ 13 ], emphasize the link between learning environments and learning outcomes, including professional identity development. The CoP theory describes communities of professionals with a shared knowledge interest who learn through regular interaction [ 13 , 14 ]. Within the CoP, students transition from being peripheral observers to central members [ 15 ]. Therefore, the CoP theory suggests that a positive learning environment is crucial for fostering learning, professional identity formation, and a sense of community [ 16 ].

Undoubtedly, health professional education programs (e.g., Medicine, Dental Medicine, Pharmacy, and Health Sciences) play a vital role not only in shaping the knowledge, expertise, and abilities of health professional students but also in equipping them with the necessary competencies for implementing healthcare initiatives and strategies and responding to evolving healthcare demands [ 17 ]. Within the field of health professions education, international organizations like the United Nations Educational, Scientific, and Cultural Organization (UNESCO), European Union (EU), American Council on Education (ACE), and World Federation for Medical Education (WFME) have emphasized the importance of high-quality learning environments in fostering the development of future healthcare professionals and called for considerations of the enhancement of the quality of the learning environment of health profession education programs [ 18 , 19 ]. These environments are pivotal for nurturing both the academic and professional growth necessary to navigate an increasingly globalized healthcare landscape [ 18 , 19 ].

Professional identity development is integral to health professions education which evolves continuously from early university years until later stages of the professional life as a healthcare practitioner [ 20 , 21 ]. This ongoing development helps students establish clear professional roles and boundaries, thereby reducing role ambiguity within multidisciplinary teams [ 9 ]. It is expected that as students advance in their professional education, their perception of the quality of the learning environment changes, which influences their learning experiences, the development of their professional identity, and their sense of community [ 22 ]. Cruess et al. [ 23 ] asserted that medical schools foster professional identity through impactful learning experiences, effective role models, clear curricula, and assessments. A well-designed learning environment that incorporates these elements supports medical students' socialization and professional identity formation through structured learning, reflective practices, and constructive feedback in both preclinical and clinical stages [ 23 ].

Despite the recognized importance of the quality of learning environments and their influence on student-related outcomes, this topic has been overlooked regionally and globally [ 24 , 25 , 26 , 27 , 28 , 29 , 30 ]. There is a significant knowledge gap in understanding how different components of the learning environment specifically contribute to professional identity formation. Most existing studies focus on general educational outcomes without exploring the detailed ways in which the learning environment shapes professional attitudes, values, and identity. Moreover, there is a global scarcity of research exploring how students’ perceptions of the quality of the learning environment and professional identity vary across various health profession education programs at different stages of their undergraduate education. This lack of comparative studies makes it challenging to identify best practices that can be adapted across different educational contexts. Furthermore, most research tends to focus on single-discipline studies, neglecting the interdisciplinary nature of modern healthcare education, which is essential for preparing students for collaborative practice in real-world healthcare settings. Considering the complex and demanding nature of health profession education programs and the increased emphasis on the quality of learning environments by accreditation bodies, examining the perceived quality of the educational learning environment by students is crucial [ 19 ]. Understanding students’ perspectives can provide valuable insights into areas needing improvement and highlight successful strategies that enhance both learning environment and experiences and professional identity development.

This research addresses this gap by focusing on the interdisciplinary health profession education programs to understand the impact of the learning environment on the development of the professional identity of students and its overall influence on their learning experiences. The objectives of this study are to 1) examine the perception of health professional students of the quality of their learning environment and their professional identity, 2) identify the association between health professional students’ perception of the quality of their learning environment and the development of their professional identity, and 3) explore the expectations of health professional students of the ideal educational learning environment. This research is essential in providing insights to inform educational practices globally to develop strategies to enhance the quality of health profession education.

Study setting and design

This study was conducted at Qatar University Health (QU Health) Cluster which is an interdisciplinary health profession education program that was introduced as the national provider of higher education in health and medicine in the state of Qatar. QU Health incorporates five colleges: Health Sciences (CHS), Pharmacy (CPH), Medicine (CMED), Dental Medicine (CDEM) and Nursing (CNUR) [ 31 ]. QU Health is dedicated to advancing inter-professional education (IPE) through its comprehensive interdisciplinary programs. By integrating IPE principles into the curriculum and fostering collaboration across various healthcare disciplines, the cluster prepares students to become skilled and collaborative professionals. Its holistic approach to teaching, research, and community engagement not only enhances the educational experience but also addresses local and regional healthcare challenges, thereby making a significant contribution to the advancement of population health in Qatar [ 32 ]. This study was conducted from November 2022 to July 2023. An explanatory sequential mixed methods triangulation approach was used for an in-depth exploration and validation of the quantitative results qualitatively [ 33 , 34 ]. Ethical approval for the study was obtained from the Qatar University Institutional Review Board (approval number: QU-IRB 1734-EA/22).

For the quantitative phase, a questionnaire was administered via SurveyMonkey® incorporating two previously validated questionnaires: the Dundee Ready Educational Environment Measure (DREEM), developed by Roff et al. in 1997 [ 35 ], and the Macleod Clark Professional Identity Scale-9 (MCPIS-9), developed by Adam et al. in 2006 [ 8 ]. Integrating DREEM and MCPIS-9 into a single questionnaire was undertaken to facilitate a comprehensive evaluation of two distinct yet complementary dimensions—namely, the educational environment and professional identity—that collectively influence the learning experience and outcomes of students, as no single instrument effectively assesses both aspects simultaneously [ 36 ]. The survey comprised three sections—Section A: sociodemographic characteristics, Section B: the DREEM scoring scale for assessing the quality of the learning environment, and Section C: the MCPIS-9 scoring scale for assessing professional identity. For the qualitative phase, seven focus groups (FGs) were arranged with a sample of QU-Health students. The qualitative and quantitative data obtained were integrated at the interpretation and reporting level using a narrative, contiguous approach [ 37 , 38 ].

Quantitative phase

Population and sampling.

The total population sampling approach in which all undergraduate QU-Health students who had declared their majors (i.e., the primary field of study that an undergraduate student has chosen during their academic program) at the time of conducting the study in any of the four health colleges under QU-Health ( N  = 908), namely, CPH, CMED, CDEM, and CHS, such as Human Nutrition (Nut), Biomedical Science (Biomed), Public Health (PH), and Physiotherapy (PS), were invited to participate in the study. Nursing students were excluded from this study because the college was just established in 2022; therefore, students were in their general year and had yet to declare their majors at the time of the study. The minimum sample size required for the study was determined to be 271 students based on a margin error of 5%, a confidence level of 95%, and a response distribution of 50%.

Data collection

Data was collected in a cross-sectional design. After obtaining the approval of the head of each department, contact information for eligible students was extracted from the QU-Health student databases for each college, and invitations were sent via email. The distribution of these invitations was done by the administrators of the respective colleges. The invitation included a link to a self-administered questionnaire on SurveyMonkey® (Survey Monkey Inc., San Mateo, California, USA), along with informed consent information. All 908 students were informed about the study’s purpose, data collection process, anonymity and confidentiality assurance, and the voluntary nature of participation. The participants were sent regular reminders to complete the survey to increase the response rate.

A focused literature review identified the DREEM as the most suitable validated tool for this study. The DREEM is considered the gold standard for assessing undergraduate students' perceptions of their learning environment [ 35 ]. Its validity and reliability have been consistently demonstrated across various settings (i.e., clinical and non-clinical) and health professions (e.g., nursing, medicine, dentistry, and pharmacy), in multiple countries worldwide, including the Gulf Cooperation Council countries [ 24 , 35 , 39 , 40 , 41 , 42 ]. The DREEM is a 50-item inventory divided into 5 subscales and developed to measure the academic climate of educational institutions using a five-point Likert scale from 0 “strongly disagree” to 4 “strongly agree”. The total score ranges from 0 to 200, with higher scores reflecting better perceptions of the learning environment [ 35 , 39 , 43 ]. The interpretation includes very poor (0–50), plenty of problems (51–100), more positive than negative (101–151), and excellent (151–200).

The first subscale, Perception to Learning (SpoL), with 12 items scoring 0–48. Interpretation includes very poor (0–12), teaching is viewed negatively (13–24), a more positive approach (25–36), and teaching is highly thought of (37–48). The second domain, Perception to Teachers (SpoT), with 11 items scoring 0–44. Interpretation includes abysmal (0–11), in need of some retraining (12–22), moving in the right direction (23–33), and model teachers (34–44). The third domain, academic self-perception (SASP), with 8 items scoring 0–32. Interpretation includes a feeling of total failure (0–8), many negative aspects (9–16), feeling more on the positive side (17–24), and confident (25–32). The fourth domain, Perception of the atmosphere (SPoA), with 12 items scoring 0–48. Interpretation includes a terrible environment (0–12); many issues need to be changed (13–24), a more positive atmosphere (25–36), and a good feeling overall (37–48). Lastly, the fifth domain, social self-perception (SSSP), with 7 items scoring 0–28. Interpretation includes Miserable (0–7), Not a nice place (8–14), Not very bad (15–21), and very good socially (22–28).

Several tools have been developed to explore professional identity in health professions [ 44 ], but there is limited research on their psychometric qualities [ 45 ]. The MCPIS-9 is notable for its robust psychometric validation and was chosen for this study due to its effectiveness in a multidisciplinary context as opposed to other questionnaires that were initially developed for the nursing profession [ 8 , 46 , 47 ]. MCPIS-9 is a validated 9-item instrument, which uses a 5-point Likert response scale, with scores ranging from 1 “strongly disagree” to 5 “strongly agree”. Previous studies that utilized the MCPIS-9 had no universal guidance for interpreting the MCPIS-9 score; however, the higher the score, the stronger the sense of professional identity [ 46 , 48 ].

Data analysis

The quantitative data were analyzed using SPSS software (IBM SPSS Statistics for Windows, version 27.0; IBM Corp., Armonk, NY, USA). The original developers of the DREEM inventory identified nine negative items: items 11, 12, 19, 20, 21, 23, 42, 43, and 46 – these items were reverse-coded. Additionally, in the MCPIS-9 tool, the original developers identified three negative items: items 3, 4, and 5. Descriptive and inferential analyses were also conducted. Descriptive statistics including number (frequencies [%]), mean ± SD, and median (IQR), were used to summarize the demographics and responses to the DREEM and MCPIS-9 scoring scales. In the inferential analysis, to test for significant differences between demographic subgroups in the DREEM and MCPIS-9 scores, Kruskal–Wallis tests were used for variables with more than two categories, and Mann–Whitney U-tests were used for variables with two categories. Spearman's rank correlation analysis was used to investigate the association between perceived learning environment and professional identity development. The level of statistical significance was set a priori at p  < 0.05. The internal consistency of the DREEM and MCPIS-9 tools was tested against the acceptable Cronbach's alpha value of 0.7.

Qualitative phase

A purposive sampling approach was employed to select students who were most likely to provide valuable insights to gain a deeper understanding of the topic. The inclusion criteria required that participants should have declared their major in one of the following programs: CPH, CMED, CDEM, CHS: Nut, Biomed, PS, and PH. This selection criterion aimed to ensure that participants had sufficient knowledge and experience related to their chosen fields of study within QU-Health. Students were included if they were available and willing to share their experiences and thoughts. Students who did not meet these criteria were excluded from participation. To ensure a representative sample, seven FGs were conducted, one with each health professional education program. After obtaining the approval of the head of each department, participants were recruited by contacting the class representative of each professional year to ask for volunteers to join and provide their insights. Each FG involved students from different professional years to ensure a diverse representation of experiences and perspectives.

The topic guide (Supplementary Material 1) was developed and conceptualized based on the research objectives, selected results from the quantitative phase, and the Gruppen et. al. framework [ 1 ]. FGs were conducted online using Microsoft Teams® through synchronous meetings. Before initiating the FGs, participants were informed of their rights and returned signed consent forms to the researchers. FGs were facilitated by two research assistants (AA and OY), each facilitating separate sessions. The facilitators, who had prior experience with conducting FGs and who were former pharmacy students from the CPH, were familiar with some of the participants, and hence were able to encourage open discussion, making it easier for students to share their perceptions of the learning environment within the QU Health Cluster. Participants engaged in concurrent discussions were encouraged to use the "raise hand" feature on Microsoft Teams to mimic face-to-face interactions. Each FG lasted 45–60 min, was conducted in English, and was recorded and transcribed verbatim and double-checked for accuracy. After the seventh FG, the researchers were confident that a saturation point had been reached where no new ideas emerged, and any further data collection through FGs was unnecessary. Peer and supervisory audits were conducted throughout the research process.

The NVIVO ® software (version 12) was utilized to perform a thematic analysis incorporating both deductive and inductive approaches. The deductive approach involved organizing the data into pre-determined categories based on the Gruppen et al. framework, which outlines key components of the learning environment. This framework enabled a systematic analysis of how each component of the learning environment contributes to students' professional development and highlighted areas for potential improvement. Concurrently, the inductive approach was applied to explore students' perceptions of an ideal learning environment, facilitating the emergence of new themes and insights directly from the data, independent of pre-existing categories. This dual approach provided a comprehensive understanding of the data by validating the existing theory while also exploring new findings [ 49 ]. Two coders were involved in coding the transcripts (AA and BM) and in cases of disagreements between researchers, consensus was achieved through discussion.

The response rate was 57.8% (525 responses out of 908), while the usability rate was 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The demographic and professional characteristics of the participants are presented in Table  1 . The majority were Qataris (37.0% [ n  = 142]), females (85.1% [ n  = 332]), and of the age group of 21–23 years (51.7% [ n  = 201]). The students were predominantly studying at the CHS (36.9%[ n  = 144]), in their second professional year (37.4% [ n  = 146]), and had yet to be exposed to experiential learning, that is, clinical rotations (70.2% [ n  = 273]).

Perceptions of students of their learning environment

The overall median DREEM score for study participants indicated that QU Health students perceive their learning environment to be "more positive than negative" (132 [IQR = 116–174]). The reliability analysis for this sample of participants indicated a Cronbach's alpha for the total DREEM score of 0.94, and Cronbach's alpha scores for each domain of the DREEM tool, SPoL, SPoT, SASP, SPoA, and SSSP of 0.85, 0.74, 0.81, 0.85, and 0.65, respectively.

Individual item responses representing each domain of the DREEM tool are presented in Table  2 . For Domain I, QU Health students perceived the teaching approach in QU Health to be "more positive" (32 [IQR = 27–36]). Numerous participants agreed that the teaching was well-focused (70.7% [ n  = 274]), student-focused (66.1% [ n  = 254]) and aimed to develop the competencies of students (72.0% [ n  = 278]). The analysis of students’ perceptions related to Domain II revealed that faculty members were perceived to be “moving in the right direction” (30 [IQR = 26–34]). Most students agreed that faculty members were knowledgeable (90.7%[ n  = 345]) and provided students with clear examples and constructive feedback (77.6% [ n  = 294] and 63.8% [ n  = 224], respectively. Furthermore, the analysis of Domain III demonstrated that QU Health students were shown to have a "positive academic self-perception" (22 [IQR = 19–25]). In this regard, most students believed that they were developing their problem-solving skills (78% [ n  = 292]) and that what they learned was relevant to their professional careers (76% [ n  = 288]). Furthermore, approximately 80% ( n  = 306) of students agreed that they had learned empathy in their profession. For Domain IV, students perceived the atmosphere of their learning environment to be "more positive" (32 [IQR = 14–19]). A substantial number of students asserted that there were opportunities for them to develop interpersonal skills (77.7% [ n  = 293]), and that the atmosphere motivated them as learners (63.0% [ n  = 235]). Approximately one-third of students believed that the enjoyment did not outweigh the stress of studying (32.3% [ n  = 174]). Finally, analysis of Domain V indicates that students’ social self-perception was “not very bad” (17 [IQR = 27–36]). Most students agreed that they had good friends at their colleges (83% [ n  = 314]) and that their social lives were good (68% [ n  = 254]).

Table 3 illustrates the differences in the perception of students of their overall learning environment according to their demographic and professional characteristics. No significant differences were noted in the perception of the learning environment among the subgroups with selected demographic and professional characteristics, except for the health profession program in which they were enrolled ( p -value < 0.001), whether they had relatives who studied or had studied the same profession ( p -value < 0.002), and whether they started their experiential learning ( p -value = 0.043). Further analyses comparing the DREEM subscale scores according to their demographic and professional characteristics are presented in Supplementary Material 1.

Students’ perceptions of their professional identities

The students provided positive responses relating to their perceptions of their professional identity (24.00 IQR = [22–27]). The reliability analysis of this sample indicated a Cronbach's alpha of 0.605. The individual item responses representing the MCPIS-9 tool are presented in Table  2 . Most students (85% [ n  = 297]) expressed pleasant feelings about belonging to their own profession, and 81% ( n  = 280) identified positively with members of their profession. No significant differences were noted in the perception of students of their professional identity when analyzed against selected demographic subgroups, except for whether they had relatives who had studied or were studying the same profession ( p -value = 0.027). Students who had relatives studying or had studied the same profession tended to perceive their professional identity better (25 IQR = [22–27] and 24 IQR = [21–26], respectively) (Table  3 ).

Association between MCPIS-9 and DREEM

Spearman's rank correlation between the DREEM and MCPIS-9 total scores indicated an intermediate positive correlation between perceptions of students toward their learning environment and their professional identity development (r = 0.442, p -value < 0.001). The DREEM questionnaire, with its 50 items divided into five subscales, comprehensively assessed various dimensions of the learning environment. Each subscale evaluated a distinct aspect of the educational experience, such as the effectiveness of teaching, teacher behavior and attitudes, academic confidence, the overall learning atmosphere, and social integration. The MCPIS-9 questionnaire specifically assessed professional identity through nine items that measure attitudes, values, and self-perceived competence in the professional domain. The positive correlation demonstrated between the DREEM and MCPIS-9 scores indicated that as students perceive their learning environment more positively, their professional identity is also enhanced.

Thirty-seven students from the QU Health colleges were interviewed: eleven from CPH, eight from CMED, four from CDEM, and fourteen from CHS (six from Nut, three from PS, three from Biomed, and three from PH). Four conventional themes were generated deductively using Gruppen et al.’s conceptual framework, while one theme was derived through inductive analysis. The themes and sub-themes generated are demonstrated in Table  4 .

Theme 1. The personal component of the learning environment

This theme focused on student interactions and experiences within their learning environment and their impact on perceptions of learning, processes, growth, and professional development.

Sub-theme 1.1. Experiences influencing professional identity formation

Students classified their experiences into positive and negative. Positive experiences included hands-on activities such as on-campus practical courses and pre-clinical activities, which built their confidence and professional identity. In this regard, one student mentioned:

“Practical courses are one of the most important courses to help us develop into pharmacists. They make you feel confident in your knowledge and more willing to share what you know.” [CPH-5]

Many students claimed that interprofessional education (IPE) activities enhanced their self-perception, clarified their roles, and boosted their professional identity and confidence. An interviewee stated:

"I believe that the IPE activity,…., is an opportunity for us to explore our role. It has made me know where my profession stands in the health sector and how we all depend on each other through interprofessional thinking and discussions." [CHS-Nut-32]

However, several participants reported that an extensive workload hindered their professional identity development. A participant stated:

“The excessive workload prevents us from joining activities that would contribute to our professional identity development. Also, it restricts our networking opportunities and makes us always feel burnt out.” [CHS-Nut-31]

Sub-theme 1.2. Strategies used by students to pursue their goals

QU Health students employed various academic and non-academic strategies to achieve their objectives, with many emphasizing list-making and identifying effective study methods as key approaches:

“Documentation. I like to see tasks that I need to do on paper. Also, I like to classify my tasks based on their urgency. I mean, deadlines.” [CHS-Nut-31]

“I always try to be as efficient as possible when studying and this can be by knowing what studying method best suits me.” [CHS-Biomed-35]

Nearly all students agreed that seeking feedback from faculty was crucial for improving their work and performance. In this context, a student said:

“We must take advantage of the provided opportunity to discuss our assignments, projects, and exams, like what we did correctly, and what we did wrongly. They always discuss with us how to improve our work on these things.” [CHS-Nut-32]

Moreover, many students also believed that developing communication skills was vital for achieving their goals, given their future roles in interprofessional teams. A student mentioned:

“Improving your communication skills is a must because inshallah (with God’s will) in the future we will not only work with biomedical scientists, but also with nurses, pharmacists, and doctors. So, you must have good communication abilities.” [CHS-Biomed-34]

Finally, students believe that networking is crucial for achieving their goals because it opens new opportunities for them as stated by a student:

“Networking with different physicians or professors can help you to know about research or training opportunities that you could potentially join.” [CMED-15]

Subtheme 1.3. Students’ mental and physical well-being

Students agreed that while emotional well-being is crucial for good learning experiences and professional identity development, colleges offered insufficient support. An interviewee stated:

“We simply don't have the optimal support we need to take care of our emotional well-being as of now, despite how important it is and how it truly reflects on our learning and professional development” [CDEM-20]

Another student added:

“…being in an optimal mental state provides us with the opportunity to acquire all required skills that would aid in our professional identity development. I mean, interpersonal skills, adaptability, self-reflection” [CPH-9]

Students mentioned some emotional support provided by colleges, such as progress tracking and stress-relief activities. Students said:

“During P2 [professional year 2], I missed a quiz, and I was late for several lectures. Our learning support specialist contacted me … She was like, are you doing fine? I explained everything to her, and she contacted the professors for their consideration and support.” [CPH-7]

“There are important events that are done to make students take a break and recharge, but they are not consistent” [CHS-PS-27]

On the physical well-being front, students felt that their colleges ensured safety, especially in lab settings, with proper protocols to avoid harm. A student mentioned:

“The professors and staff duly ensure our safety, especially during lab work. They make sure that we don't go near any harmful substances and that we abide by the lab safety rules” [CHS-Biomed -35]

Theme 2. Social component of the learning environment

This theme focused on how social interactions shape students’ perceptions of learning environments and learning experiences.

Sub-theme 2.1. Opportunities for community engagement

Participants identified various opportunities for social interactions through curricular and extracurricular activities. Project-based learning (PBL) helped them build connections, improve teamwork and enhance critical thinking and responsibility as stated by one student:

“I believe that having PBL as a big part of our learning process improves our teamwork and interpersonal skills and makes us take responsibility in learning, thinking critically, and going beyond what we would have received in class to prepare very well and deep into the topic.” [CMED-12]

Extracurricular activities, including campaigns and events, helped students expand their social relationships and manage emotional stress. A student stated:

“I think that the extracurricular activities that we do, like the campaigns or other things that we hold in the college with other students from other colleges, have been helpful for me in developing my personality and widening my social circle. Also, it dilutes the emotional stress we are experiencing in class” [CDEM-22]

Sub-theme 2.2. Opportunities for learner-to-patient interactions

Students noted several approaches their colleges used to enhance patient-centered education and prepare them for real-world patient interactions. These approaches include communication skills classes, simulated patient scenarios, and field trips. Students mentioned:

“We took a class called Foundation of Health, which mainly focused on how to communicate our message to patients to ensure that they were getting optimal care. This course made us appreciate the term ‘patient care’ more.” [CHS-PH-38]

“We began to appreciate patient care when we started to take a professional skills course that entailed the implementation of a simulated patient scenario. We started to realize that communication with patients didn’t go as smoothly as when we did it with a colleague in the classroom.” [CPH-1]

“We went on a field trip to ‘Shafallah Center for Persons with Disability’ and that helped us to realize that there were a variety of patients that we had to care for, and we should be physically and mentally prepared to meet their needs.” [CDEM-21]

Theme 3. Organizational component of the learning environment

This theme explored students' perceptions of how the college administration, policies, culture, coordination, and curriculum design impact their learning experiences.

Sub-theme 3.1. Curriculum and study plan

Students valued clinical placements for their role in preparing them for the workplace and developing professional identity. A student stated:

“Clinical placements are very crucial for our professional identity development; we get the opportunity to be familiarized with and prepared for the work environment.” [CHS-PS-27]

However, students criticized their curriculum for not equipping them with adequate knowledge and skills. For example, a student said:

“… Not having a well-designed curriculum is of concern. We started very late in studying dentistry stuff and that led to us cramming all the necessary information that we should have learned.” [CDEM-20]

Furthermore, students reported that demanding schedules and limited course availability hindered learning and delayed progress:

“Last semester, I had classes from Sunday to Thursday from 8:00 AM till 3:00 PM in the same classroom, back-to-back, without any break. I was unable to focus in the second half of the day.” [CHS-Nut-38]

“Some courses are only offered once a year, and they are sometimes prerequisites for other courses. This can delay our clinical internship or graduation by one year.” [CHS-Biomed-36]

Additionally, the outdated curriculum was seen as misaligned with advancements in artificial intelligence (AI). One student stated:

“… What we learn in our labs is old-fashioned techniques, while Hamad Medical Corporation (HMC) is following a new protocol that uses automation and AI. So, I believe that we need to get on track with HMC as most of us will be working there after graduation.” [CHS-Biomed-35]

Sub-theme 3.2. Organizational climate and policies

Students generally appreciated the positive university climate and effective communication with the college administration which improves course quality:

“Faculty members and the college administration usually listen to our comments about courses or anything that we want to improve, and by providing a course evaluation at the end of the semester, things get better eventually.” [CPH-2]

Students also valued faculty flexibility with scheduling exams and assignments, and praised the new makeup exam policy which enhances focus on learning:

“Faculty members are very lenient with us. If we want to change the date of the exam or the deadline for any assignment, they agree if everyone in the class agrees. They prioritize the quality of our work over just getting an assignment done.” [CHS-PS-37]

“I am happy with the introduction of makeup exams. Now, we are not afraid of failing and losing a whole year because of a course. I believe that this will help us to focus on topics, not just cramming the knowledge to pass.” [CPH-9]

However, students expressed concerns about the lack of communication between colleges and clinical placements and criticized the lengthy approval process for extracurricular activities:

“There is a contract between QU and HMC, but the lack of communication between them puts students in a grey area. I wish there would be better communication between them.” [CMED-15]

“To get a club approved by QU, you must go through various barriers, and it doesn't work every time. A lot of times you won't get approved.” [CMED-14]

Theme 4. Materialistic component of the learning environment

This theme discussed how physical and virtual learning spaces affect students' learning experiences and professional identity.

Sub-theme 4.1. The physical space for learning

Students explained that the interior design of buildings and the fully equipped laboratory facilities in their programs enhanced focus and learning:

“The design has a calming effect, all walls are simple and isolate the noise, the classrooms are big with big windows, so that the sunlight enters easily, and we can see the green grass. This is very important for focusing and optimal learning outcomes.” [CPH-5]

“In our labs, we have beds and all the required machines for physiotherapy exercises and practical training, and we can practice with each other freely.” [CHS-PS-27]

Students from different emphasized the need for dedicated lecture rooms for each batch and highlighted the importance of having on-site cafeterias to avoid disruptions during the day:

“We don't have lecture rooms devoted to each batch. Sometimes we don't even find a room to attend lectures and we end up taking the lectures in the lab, which makes it hard for us to focus and study later.” [CDEM-23]

“Not having a cafeteria in this building is a negative point. Sometimes we miss the next lecture or part of it if we go to another building to buy breakfast.” [CHS-Nut-29]

Sub-theme 4.2. The virtual space for online learning

Students appreciated the university library's extensive online resources and free access to platforms like Microsoft Teams and Webex for efficient learning and meetings. They valued recorded lectures for flexible study and appreciated virtual webinars and workshops for global connectivity.

“QU Library provides us with a great diversity and a good number of resources, like journals or books, as well as access medicine, massive open online courses, and other platforms that are very useful for studying.” [CMED-16].

“Having your lectures recorded through virtual platforms made it easier to take notes efficiently and to study at my own pace.” [CHS-PS-38]

"I hold a genuine appreciation for the provided opportunities to register in online conferences. I remember during the COVID-19 pandemic, I got the chance to attend an online workshop. This experience allowed me to connect with so many people from around the world." [CMED-15]

Theme 5. Characteristics of an ideal learning environment

This theme explored students’ perceptions of an ideal learning environment and its impact on their professional development and identity.

Sub-theme 5.1. Active learning and professional development supporting environment

Students highlighted that an ideal learning environment should incorporate active learning methods and a supportive atmosphere. They suggested using simulated patients in case-based learning and the use of game-based learning platforms:

“I think if we have, like in ITQAN [a Clinical Simulation and Innovation Center located on the Hamad Bin Khalifa Medical City (HBKMC) campus of Hamad Medical Corporation (HMC)], simulated patients, I think that will be perfect like in an “Integrated Case-Based Learning” case or professional skills or patient assessment labs where we can go and intervene with simulated patients and see what happens as a consequence. This will facilitate our learning.” [CPH-4]

“I feel that ‘Kahoot’ activities add a lot to the session. We get motivated and excited to solve questions and win. We keep laughing, and I honestly feel that the answers to these questions get stuck in my head.” [CHS-PH-38].

Students emphasized the need for more opportunities for research, career planning, and equity in terms of providing resources and opportunities for students:

“Students should be provided with more opportunities to do research, publish, and practice.” [CMED-16]

“We need better career planning and workshops or advice regarding what we do after graduation or what opportunities we have.” [CHS-PS-25]

“I think that opportunities are disproportionate, and this is not ideal. I believe all students should have the same access to opportunities like having the chance to participate in conferences and receiving research opportunities, especially if one fulfills the requirements.” [CHS-Biomed-35]

Furthermore, the students proposed the implementation of mentorship programs and a reward system to enable a better learning experience:

“Something that could enable our personal development is a mentorship program, which our college started to implement this year, and I hope they continue to because it’s an attribute of an ideal learning environment.” [CPH-11]

“There has to be some form of reward or acknowledgments to students, especially those who, for example, have papers published or belong to leading clubs, not just those who are, for example, on a dean’s list because education is much more than just academics.” [CHS-PS-26]

Subtheme 5.2. Supportive physical environment

Participants emphasized that the physical environment of the college significantly influences their learning attitudes. A student said:

“The first thing that we encounter when we arrive at the university is the campus. I mean, our early thoughts toward our learning environment are formed before we even know anything about our faculty members or the provided facilities. So, ideally, it starts here.” [CPH-10]

Therefore, students identified key characteristics of an optimal physical environment which included: having a walkable campus, designated study and social areas, and accessible food and coffee.

“I think that learning in what they refer to as a walkable campus, which entails having the colleges and facilities within walking distance from each other, without restrictions of high temperature and slow transportation, is ideal.” [CPH-8]

“The classrooms and library should be conducive to studying and focusing, and there should also be other places where one can actually socialize and sit with one’s friends.” [CDEM-22]

“It is really important to have a food court or café in each building, as our schedules are already packed, and we have no time to go get anything for nearby buildings.” [CHS-Biomed-34]

Data integration

Table 5 represents the integration of data from the quantitative and qualitative phases. It demonstrates how the quantitative findings informed and complemented the qualitative analysis and explains how quantitative data guided the selection of themes in the qualitative phase. The integration of quantitative and qualitative data revealed both convergences and divergences in students' views of their learning environment. Both data sources consistently indicated that the learning environment supported the development of interpersonal skills, fostered strong relationships with faculty, and promoted an active, student-centered learning approach. This environment was credited with enhancing critical thinking, independence, and responsibility, as well as boosting students' confidence and competence through clear role definitions and constructive faculty feedback.

However, discrepancies emerged between the two phases. Quantitative data suggested general satisfaction with timetables and support systems, while qualitative data uncovered significant dissatisfaction. Although quantitative results indicated that students felt well-prepared and able to memorize necessary material, qualitative findings revealed challenges with concentration and focus. Furthermore, while quantitative data showed contentment with institutional support, qualitative responses pointed to shortcomings in emotional and physical support.

This study examined the perceptions of QU Health students regarding the quality of their learning environment and the characteristics of an ideal learning environment. Moreover, this study offered insights into the development of professional identity, emphasizing the multifaceted nature of learning environments and their substantial impact on professional identity formation.

Perceptions of the learning environment

The findings revealed predominantly positive perceptions among students regarding the quality of the overall learning environment at QU Health and generally favorable perception of all five DREEM subscales, which is consistent with the international studies using the DREEM tool [ 43 , 50 , 51 , 52 , 53 , 54 ]. Specifically, participants engaged in experiential learning expressed heightened satisfaction, which aligns with existing research indicating that practical educational approaches enhance student engagement and satisfaction [ 55 , 56 ]. Additionally, despite limited literature, students without relatives in the same profession demonstrated higher perceptions of their learning environment, possibly due to fewer preconceived expectations. A 2023 systematic review highlighted how students’ expectations influence their satisfaction and academic achievement [ 57 ]. However, specific concerns arose regarding the learning environment, including overemphasis on factual learning in teaching, student fatigue, and occasional boredom. These issues were closely linked to the overwhelming workload and conventional teaching methods, as identified in the qualitative phase.

Association between learning environment and professional identity

This study uniquely integrated the perceptions of the learning environment with insights into professional identity formation in the context of healthcare education which is a relatively underexplored area in quantitative studies [ 44 , 58 , 59 , 60 ]. This study demonstrated a positive correlation between students' perceptions of the learning environment (DREEM) and their professional identity development (MCPIS-9) which suggested that a more positive learning environment is associated with enhanced professional identity formation. For example, a supportive and comfortable learning atmosphere (i.e., high SPoA scores) can enhance students' confidence and professional self-perception (i.e., high MCPIS-9 scores). The relationship between these questionnaires is fundamental to this study. The DREEM subscales, particularly Perception of Learning (SpoL) and Academic Self-Perception (SASP), relate to how the learning environment supports or hinders the development of a professional identity, as measured by MCPIS-9. Furthermore, the Perception of Teachers (SpoT) subscale examines how teacher behaviors and attitudes impact students, which can influence their professional identity development. The Perception of Atmosphere (SPoA) and Social Self-Perception (SSSP) subscales evaluate the broader environment and social interactions, which are crucial for professional identity formation as they foster a sense of community and belonging.

Employing a mixed methods approach and analyzing both questionnaires and FGs through the framework outlined by Gruppen et al. highlighted key aspects across four dimensions of the learning environment: personal development, social dimension, organizational setting, and materialistic dimension [ 1 ]. First, the study underscored the significance of both personal development and constructive feedback. IPE activities emerged as a key factor that promotes professional identity by cultivating collaboration and role identification which is consistent with Bendowska and Baum's findings [ 61 ]. Similarly, the positive impact of constructive faculty feedback on student learning outcomes aligned with the work of Gan et al. which revealed that feedback from faculty members positively influences course satisfaction and knowledge retention, which are usually reflected in course results [ 62 ]. Importantly, the research also emphasized the need for workload management strategies to mitigate negative impacts on student well-being, a crucial factor for academic performance and professional identity development [ 63 , 64 ]. The inclusion of community events and support services could play a significant role in fostering student well-being and reducing stress, as suggested by Hoferichter et al. [ 65 ]. Second, the importance of the social dimension of the learning environment was further highlighted by the study. Extracurricular activities were identified as opportunities to develop essential interpersonal skills needed for professional identity, mirroring the conclusions drawn by Achar Fujii et al. who argued that extracurricular activities lead to the development of fundamental skills and attitudes to build and refine their professional identity and facilitate the learning process, such as leadership, commitment, and responsibility [ 66 ]. Furthermore, Magpantay-Monroe et al. concluded that community and social engagement led to professional identity development in nursing students through the expansion of their knowledge and communication with other nursing professionals [ 67 ]. PBL activities were another key element that promoted critical thinking, learning, and ultimately, professional identity development in this study similar to what was reported by Zhou et al. and Du et al. [ 68 , 69 ]. Third, the organizational setting, particularly the curriculum and clinical experiences, emerged as crucial factors. Clinical placements and field trips were found to be instrumental in cultivating empathy and professional identity [ 70 , 71 ]. However, maintaining an up-to-date curriculum that reflects advancements in AI healthcare education is equally important, as highlighted by Randhawa and Jackson in 2019 [ 72 ]. Finally, the study underlined the role of the materialistic dimension of the learning environment. Physical learning environments with natural light and managed noise levels were found to contribute to improved academic performance [ 73 , 74 ]. Additionally, the value of online educational resources, such as online library resources and massive open online course, as tools facilitating learning by providing easy access to materials, was emphasized, which is consistent with the observations of Haleem et al. [ 75 ].

The above collectively contribute to shaping students' professional identities through appreciating their roles, developing confidence, and understanding the interdependence of different health professions. These indicate that a supportive and engaging learning environment is crucial for fostering a strong sense of professional identity. Incorporating these student-informed strategies can assist educational institutions in cultivating well-rounded healthcare professionals equipped with the knowledge, skills, and emotional resilience needed to thrive in the dynamic healthcare landscape. Compared to existing quantitative data, this study reported a lower median MCPIS-9 score of 24.0, in contrast to previously reported scores of 39.0, 38.0, 38.0, respectively. [ 76 , 77 , 78 ]. This discrepancy may be influenced by the fact that the participants were in their second professional year, known for weaker identity development [ 79 ]. Students with relatives in the same profession perceived their identity more positively, which is likely due to role model influences [ 22 ].

Expectations of the ideal educational learning environment

This study also sought to identify the key attributes of an ideal learning environment from the perspective of students at QU-Health. The findings revealed a strong emphasis on active learning strategies, aligning with Kolb's experiential learning theory [ 80 ]. This preference suggests a desire to move beyond traditional lecture formats and engage in activities that promote experimentation and reflection, potentially mitigating issues of student boredom. Furthermore, students valued the implementation of simple reward systems such as public recognition, mirroring the positive impact such practices have on academic achievement reported by Dannan in 2020 [ 81 ]. The perceived importance of mentorship programs resonates with the work of Guhan et al. who demonstrated improved academic performance, particularly for struggling students [ 82 ]. Finally, the study highlighted the significance of a walkable campus with accessible facilities. This aligns with Rohana et al. who argued that readily available and useable facilities contribute to effective teaching and learning processes, ultimately resulting in improved student outcomes [ 83 ]. Understanding these student perceptions, health professions education programs can inform strategic planning for curricular and extracurricular modifications alongside infrastructural development.

The complementary nature of qualitative and quantitative methods in understanding student experiences

This study underscored the benefits of employing mixed methods to comprehensively explore the interplay between the learning environment and professional identity formation as complex phenomena. The qualitative component provided nuanced insights that complemented the baseline data provided by DREEM and MCPIS-9 questionnaires. While DREEM scores generally indicated positive perceptions, qualitative findings highlighted the significant impact of experiential learning on students' perceptions of the learning environment and professional identity development. Conversely, discrepancies emerged between questionnaire responses and FG interviews, revealing deeper issues such as fatigue and boredom associated with traditional teaching methods and heavy workloads, potentially influenced by cultural factors. In FGs, students revealed cultural pressures to conform and stigma against expressing dissatisfaction, which questionnaire responses may not capture. Qualitative data allowed students to openly discuss culturally sensitive issues, indicating that interviews complement surveys by revealing insights overlooked in quantitative assessments alone. These insights can inform the design of learning environments that support holistic student development. The study also suggested that cultural factors can influence student perceptions and should be considered in educational research and practice.

Application of findings

The findings from this study can be directly applied to inform and enhance educational practices, as well as to influence policy and practice sectors. Educational institutions should prioritize integrating active learning strategies and mentorship programs to combat issues such as student fatigue and boredom. Furthermore, practical opportunities, including experiential learning and IPE activities, should be emphasized to strengthen professional identity and engagement. To address these challenges comprehensively, policymakers should consider developing policies that support effective workload management and community support services, which are essential for improving student well-being and academic performance. Collaboration between educational institutions and practice sectors can greatly improve students' satisfaction with their learning environment and experience. This partnership enhances the relevance and engagement of their education, leading to a stronger professional identity and better preparation for successful careers.

Limitations

As with all research, this study has several limitations. For instance, there was a higher percentage of female participants compared to males; however, it is noteworthy to highlight the demographic composition of QU Health population, where students are majority female. Furthermore, the CHS, which is one of the participating colleges in this study, enrolls only female students. Another limitation is the potentially underpowered statistical comparisons among the sociodemographic characteristics in relation to the total DREEM and MCPIS-9 scores. Thus, the findings of this study should be interpreted with caution.

The findings of this study reveal that QU Health students generally hold a positive view of their learning environment and professional identity, with a significant positive correlation exists between students’ perceptions of their learning environment and their professional identity. Specifically, students who engaged in experiential learning or enrolled in practical programs rated their learning environment more favorably, and those with relatives in the same profession had a more positive view of their professional identity. The participants of this study also identified several key attributes that contribute to a positive learning environment, including active learning approaches and mentorship programs. Furthermore, addressing issues like fatigue and boredom is crucial for enhancing student satisfaction and professional development.

To build on these findings, future research should focus on longitudinal studies that monitor changes in the perceptions of students over time and identify the long-term impact of implementing the proposed attributes of an ideal learning environment on the learning process and professional identity development of students. Additionally, exploring the intricate dynamics of learning environments and their impact on professional identity can allow educators to better support students in their professional journey. Future research should also continue to explore these relationships, particularly on diverse cultural settings, in order to develop more inclusive and effective educational strategies. This approach will ensure that health professional students are well-prepared to meet the demands of their profession and provide high-quality care to their patients.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

United Nations Educational, Scientific, and Cultural Organization

European Union

American Council on Education

World Federation for Medical Education

Communities of Practice

Qatar University Health

College of Health Sciences

College of Pharmacy

College of Medicine

Dental Medicine

College of Nursing

Human Nutrition

Biomedical Science

Public Health

Physiotherapy

Dundee Ready Education Environment Measure

Perception to Learning

Perception to Teachers

Academic Self-Perception

Perception of the Atmosphere

Social Self-Perception

Macleod Clark Professional Identity Scale

Focus Group

InterProfessional Education

Project-Based Learning

Hamad Medical Corporation

Hamad Bin Khalifa Medical City

Artificial Intelligence

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Acknowledgements

The authors would like to thank all students who participated in this study.

This work was supported by the Qatar University Internal Collaborative Grant: QUCG-CPH-22/23–565.

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Study conception and design: BM, and SE; data collection: BM, OY, AA, and AD; analysis and interpretation of results: all authors; draft manuscript preparation: all authors. All authors reviewed the results and approved the final version of the manuscript.

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Correspondence to Banan Mukhalalati .

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Mukhalalati, B., Aly, A., Yakti, O. et al. Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study. BMC Med Educ 24 , 886 (2024). https://doi.org/10.1186/s12909-024-05875-4

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Received : 03 July 2024

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Published : 16 August 2024

DOI : https://doi.org/10.1186/s12909-024-05875-4

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The Burden of Generational Harm due to Alcohol use in Tanzania: a mixed method study of pregnant women

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Background: Rates of prenatal alcohol use in Sub-Saharan Africa (SSA) are increasing, despite regulatory bodies urging pregnant women to abstain from alcohol. Tanzania has minimal policies, interventions, and young female education addressing alcohol consumption during pregnancy (ACDP), leading to a considerable number of pregnancies being exposed to alcohol and consequent health consequences like fetal alcohol spectrum disorder (FASD). Research investigating the prevalence of ACDP in SSA —specifically in Tanzania— is abundant. In Tanzania, there is a limited understanding of alcohol use practices among pregnant women who consume alcohol (PWCA), as well as community knowledge, attitudes, and cultural beliefs related to ACDP.    Methods: A total of 655 individuals were enrolled in this sequential, explanatory mixed-methods study using systematic random sampling between October 2020 and May 2021. Quantitative survey data from 533 female patients presenting for care at KCMC ED or RHC were analyzed to compare sociodemographics and alcohol use practices among pregnant, younger non-pregnant, and older non-pregnant women using descriptive frequencies in RStudio. Nineteen participants were purposively selected based on quantitative survey data for qualitative semi-structured IDIs exploring knowledge, attitudes, and cultural beliefs surrounding ACDP. A grounded theory approach was used to analyze in-depth interviews (IDIs) in NVivo.    Results: A large percent of pregnant women reported alcohol consumption of at least once per week (42.2%). Older non-pregnant women had the highest rates of alcohol use per week (66.0%) and were more likely to believe alcohol use was acceptable during pregnancy. Younger non-pregnant women reported the highest weekly alcohol expenses, and held the highest prevalence of harmful or hazardous drinking (HHD) (16.4%). Average [SD] AUDIT scores were 1.70 [3.28] for pregnant women, 2.94 [ 4.79] for younger non-pregnant women, and 2.51 [4.36] for older non-pregnant women. Older non-pregnant women exhibited the highest prevalence of depression (31.4%). Average [SD] PHQ-9 scores were 4.71 [3.12] for pregnant women, 5.85 [4.80] for younger non-pregnant women, and 7.29 [5.55] for older non-pregnant women. Qualitative analyses demonstrated that (1) cultural beliefs are intricately tied to perceived benefits of ACDP, (2) a history of alcohol use preceding pregnancy largely influences ACDP, and (3) community views of PWCA are negative.  Significance: Our findings demonstrate a concerning trend of ACDP in Moshi, Tanzania. Cultural and community beliefs, along with limited knowledge of ACDP, among women of all ages appear to influence ACDP and community views of PWCA. Consequently, community-wide education initiatives and pre-pregnancy interventions highlighting the dangers of ACDP are necessary. Holistic support services may help curb alcohol use and improve birth experiences. Further research is needed to explore ACDP as a form of self-medication for depression, fear, anxiety, and pain in pregnant women in SSA.

Competing Interest Statement

The authors have declared no competing interest.

Funding Statement

This project was funded by the Duke Global Health Institute Graduate Student funds (AMP), and the Josiah Trent Foundation (21-06 to CAS). These two financial awards funded the salaries of JK, YS, and MMi as research assistants hired specifically for this study. No other authors received specific funding for this work. Infrastructure built by NIH grants (R01 AA027512 to CAS) was used to support the data collection and analysis processed for this grant to understand gender-related aspects of alcohol use at KCMC. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

Ethical approval for this study was obtained from the Duke University Institutional Review Board, the Tanzanian National Institute of Medical Research, and the Kilimanjaro Christian Medical University College Ethical Review Board prior to the onset of any data collection.

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

Data are only available upon reasonable request, as participants did not consent to public data transfer and requires a written agreement approved by Kilimanjaro Christian Medical Centre Ethics Committee and the National Institute for Medical Research (Tanzania). Data inquiries can be sent to Gwamaka W. Nelson at [email protected].

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