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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Medical Students? Perception ofTheir Educational Environment
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Medical Students? Perception ofTheir Educational Environment

机译：医学生？他们对教育环境的看法

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Background:Students? perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students? perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages.Methodology:In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett?s test. P-value < 0.05 was considered as significant.Results:The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02).Conclusion:The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual learning. Implementing more problem-based learning, student counseling and workshops on teaching-learning for educators might enable us to remedy and enrich our learning environment.
机译：背景：学生？对他们学习环境的感知已显示出对其行为，学业进步和幸福感的重大影响。进行这项研究是为了评估学生？遵循传统课程，了解印度医学院的学习环境，并根据医学教育阶段（即临床前和临床阶段）研究学生之间的差异（如有）。方法：在本研究中，对第一（n = 227），第三（n = 175），第五（n = 171）和第七（n = 123）学期的本科医学生进行了邓迪就绪教育环境评估（DREEM）清单。获得的分数表示为平均值±标准偏差（SD），并使用单向ANOVA和Dunnett？s检验进行分析。 P值<0.05被认为是显着的。结果：我们医学院的DREEM得分平均为123/200。一年级学生被发现对学习环境更满意（由他们更高的DREEM得分表明）学期的学生。观察到每学期的分数逐渐下降。在评估知觉的各个子领域时，所有学期的注册服务商对学习的看法都更为积极（平均分数：29.44），他们对课程组织者的看法朝着正确的方向发展（平均分数：26.86），他们的学术自我感知更积极（平均得分：20.14），他们对大气的感知更积极（平均得分：29.07），他们的社交自我感知可以被评为不太差（平均得分：17.02）结论：本研究表明，所有学生群体都对他们的学习环境持积极态度。但是，人们认为学习环境存在一些问题，例如：学生受到更多的压力;他们认为课程组织者是专制的，并强调事实学习。为教育者实施更多基于问题的学习，学生辅导以及关于教学学习的讲习班，可能使我们能够改善和丰富我们的学习环境。

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