Perceptions of Physiotherapy students about their teaching environment at Kamuzu University of Health Sciences in Malawi

IF 1.2 4区 医学 Q4 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Grace Mukoka- Bwezani, Nesto Tarimo, Enock Madalitso Chisati, Emma Thomson
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引用次数: 0

Abstract

IntroductionThe learning environment is defined as an environment where teaching is taking place, as perceived by both students and teachers. A conducive learning environment is critical for successful curriculum implementation, which also affects students’ academic performance. There have been initiatives introduced to improve the learning environment at Kamuzu University of Health Sciences (KUHeS). The purpose of this study was to ascertain physiotherapy final year students’ perceptions of their learning environment at KUHeS in Malawi.MethodologyThis study was conducted at KUHeS among final-year physiotherapy students. A retrospective, quantitative cross-sectional design was used. The study utilised secondary data on education environment which had already been collected using Dundee Ready Education Environment Measure (DREEM) forms. There were 26 completed DREEM forms for 2019/2020 academic year. Demographic data were captured. Mean and standard deviation were used to analyse the DREEM scores. Inferential analysis was conducted with p-value set at ≤ 0.05. Results The total DREEM mean score was 120/200 which represented a positive perception of students learning environment. Students’ academic self-perception scored the highest (69.13%), followed by students’ perception of learning (61.94%), students’ social self-perception (59.46%), students’ perception of atmosphere (56.25), and students’ perception of teachers (55.50%). Married students had negative perceptions (p-value = 0.05) of their teachers and students with previous college experience had positive perceptions of their academic performance (p-value = 0.02). Many statements under items of perception of teachers (mean score = 24) and social self-perceptions (mean score = 16) were considered negatively. ConclusionStudents in their final year of physiotherapy had positive perceptions of their learning environment. However, students’ perceptions of their teachers and social life were low. The learning environment had a significant impact on married students and those who had no prior experience with college life. Faculty development initiatives should aim to improve these critical areas.
马拉维Kamuzu健康科学大学物理治疗专业学生对教学环境的看法
学习环境被定义为教学发生的环境,由学生和教师共同感知。一个良好的学习环境对课程的成功实施至关重要,它也会影响学生的学习成绩。为改善Kamuzu健康科学大学的学习环境,采取了一些举措。本研究的目的是确定物理治疗最后一年的学生对马拉维KUHeS学习环境的看法。方法本研究在KUHeS进行,对象为物理治疗专业的高年级学生。采用回顾性、定量的横断面设计。该研究利用了教育环境的二级数据,这些数据已经使用邓迪就绪教育环境测量(DREEM)表格收集。2019/2020学年共有26份完整的DREEM表格。收集了人口统计数据。采用均值和标准差对DREEM评分进行分析。采用p值≤0.05进行推理分析。结果DREEM平均分为120/200,学生对学习环境有积极的感知。学生学业自我知觉得分最高(69.13%),其次是学生对学习的知觉(61.94%)、学生对社会的知觉(59.46%)、学生对氛围的知觉(56.25%)和学生对教师的知觉(55.50%)。已婚学生对其老师的评价为负(p值= 0.05),有大学经历的学生对其学习成绩的评价为正(p值= 0.02)。教师感知(平均得分= 24)和社会自我感知(平均得分= 16)项下的许多陈述被认为是负面的。结论物理治疗最后一年学生对学习环境有积极的认知。然而,学生对他们的老师和社会生活的看法很低。学习环境对已婚学生和没有大学生活经验的学生有显著影响。教师发展计划应着眼于改善这些关键领域。
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来源期刊
Malawi Medical Journal
Malawi Medical Journal Medicine-General Medicine
CiteScore
1.50
自引率
0.00%
发文量
27
审稿时长
>12 weeks
期刊介绍: Driven and guided by the priorities articulated in the Malawi National Health Research Agenda, the Malawi Medical Journal publishes original research, short reports, case reports, viewpoints, insightful editorials and commentaries that are of high quality, informative and applicable to the Malawian and sub-Saharan Africa regions. Our particular interest is to publish evidence-based research that impacts and informs national health policies and medical practice in Malawi and the broader region. Topics covered in the journal include, but are not limited to: - Communicable diseases (HIV and AIDS, Malaria, TB, etc.) - Non-communicable diseases (Cardiovascular diseases, cancer, diabetes, etc.) - Sexual and Reproductive Health (Adolescent health, education, pregnancy and abortion, STDs and HIV and AIDS, etc.) - Mental health - Environmental health - Nutrition - Health systems and health policy (Leadership, ethics, and governance) - Community systems strengthening research - Injury, trauma, and surgical disorders
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