加纳医学生对教育环境感知的横断面研究

Temitope Ade-Oshifogun Dr., J. Cadet, J. Ade-Oshifogun
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摘要

背景:影响医学教育质量的因素很多,其中之一就是医学教育的教育环境。然而,缺乏针对非洲医学院教育环境的研究。本研究的目的是确定加纳一所医学院临床学年学生对其教育环境的看法。这样做的目的是确定可能影响学校积极变化的因素。方法:采用DREEM问卷进行横断面研究。在研究开始时,对临床1、2和3年的学生进行问卷调查。采用方便抽样的方法,共有298名学生参与了研究。数据分析采用SPSS version 24。最终采用DREEM总分及五个分量表进行分析。结果:300名学生中共有298人完成了问卷,其中56%的受访者是男性。DREEM总分性别差异无统计学意义[F(1,274) = 1.019, p=0.314]。总体教育环境为正M=117.32±15.45。学生对教师的感知(26.09±3.59)和学生对氛围的感知(25.71±5.62)是有待改善的领域。学生的学习知觉(30.70±5.20)和学业自我知觉(21.11±3.74)为正。学生的社会自我知觉为中性(13.71±2.99)。不同临床年份的感知差异无统计学意义[F(2,274) = 0.298, p = 0.742]。结论:对加纳医学院学生的看法可以分为积极和消极两种。学校应该考虑这两个负面看法的领域作为改进的领域。学生报告说,与传统方法相比,基于问题的学习是一种更受欢迎的教学方法。关注学习氛围和以学生为中心的学习可能会增加感知。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Cross Sectional Study of Medical Students’ Perception of Their Educational Environment in Ghana
Background: The quality of medical education is affected by many factors, one of which is the educational environment of medical education. However, there is paucity of studies addressing the educational environment from African medical schools. The aim of this study was to determine the clinical year students’ perceptions of their educational environment at a medical school in Ghana. This was done with the goal of identifying factors that may impact positive changes in the school.Methods: A cross-sectional study was undertaken using the DREEM questionnaire. The questionnaire was administered to students in clinical years 1, 2, & 3 at the time of the study. 298 students participated in the study by convenience sampling. Data was analyzed using SPSS version 24. The total score and the five subscales of DREEM scores were used in the final analysis.Results: A total of 298 out of 300 students completed the questionnaire out of which Fifty six percent of respondents were male. There was no significant gender differences in the total DREEM scores [F(1, 274) = 1.019, p=0.314]. The overall educational environment was positive M=117.32 ± 15.45. Areas for improvement were students’ perception of the teachers (26.09 ± 3.59) and students’ perception of the atmosphere (25.71 ± 5.62). The students’ perception of learning (30.70 ± 5.20), and students’ academic self-perceptions (21.11 ± 3.74) were positive. Students’ social self-perceptions (13.71 ± 2.99) was neutral. There was no significant difference in perception by clinical year [F(2, 274) = 0.298, p = 0.742].Conclusion: The perception of students at this Ghanaian medical school can be described as positive and negative. The school should consider the two domains with negative perceptions as areas for improvement. Students reported problem-based learning as a preferred method of teaching versus the traditional method. Attention to the learning atmosphere and student-focused learning is likely to increase perception.
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