Public Health Department, Health School, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
BMC Med Educ. 2010 Nov 29;10:87. doi: 10.1186/1472-6920-10-87.
Students' perceptions of their educational environment have a significant impact on their behavior and academic progress. The aim of this study was to assess the perceptions of medical students concerning their educational environment at Hormozgan University of Medical Sciences in Iran.
In this cross-sectional study, questionnaires were distributed to 210 medical students and 182 were analyzed (response rate = 86.6%); twenty-eight questionnaires were excluded because they were incomplete or unreturned for analysis. Data were collected using a DREEM questionnaire which comprised 50 items based on the Likert scale (scores could range from 0 to 200). There were five domains to the questionnaire including students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere and students' social self-perceptions. Data were analyzed using SPSS16 software.
The mean age of the subjects was 21.7 years (SD = 2.7); 38.5% were male and 61.5% were female. Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, students' social self-perceptions and total DREEM score were 21.2/48, 24.2/44, 15.8/32, 23.8/48, 14.5/28 and 99.6/200, respectively. There was no significant difference between male and female students in educational environment subscales, but there were significant differences between students enrolled on a basic sciences and pathophysiology course and those enrolled on a clinical course in terms of perceptions of learning, academic self-perceptions, perceptions of atmosphere and overall perceptions of educational environment (p < 0.05). The latter group rated each of the aforementioned aspects more highly than the students studying basic science and pathophysiology.
Overall, respondents assessed the educational environment as average. Therefore, improvements are required across all five domains of the educational environment.
学生对教育环境的看法对他们的行为和学业进步有重大影响。本研究旨在评估伊朗霍尔木兹甘医科大学医学生对其教育环境的看法。
在这项横断面研究中，向 210 名医学生发放了问卷，其中 182 名（应答率=86.6%）进行了分析；28 份问卷因不完整或未返回分析而被排除。使用 DREEM 问卷收集数据，该问卷基于李克特量表（得分范围为 0 至 200）包含 50 个项目。问卷包括五个领域：学生对学习的看法、学生对教师的看法、学生的学术自我认知、学生对氛围的看法和学生的社会自我认知。使用 SPSS16 软件进行数据分析。
受试者的平均年龄为 21.7 岁（标准差=2.7）；38.5%为男性，61.5%为女性。学生对学习的看法、学生对教师的看法、学生的学术自我认知、学生对氛围的看法、学生的社会自我认知和 DREEM 总分分别为 21.2/48、24.2/44、15.8/32、23.8/48、14.5/28 和 99.6/200。男女生在教育环境各子量表上无显著差异，但基础科学和病理生理学课程与临床课程的学生在学习认知、学术自我认知、氛围认知和整体教育环境认知方面存在显著差异（p<0.05）。后者对上述各个方面的评价均高于学习基础科学和病理生理学的学生。
总体而言，受访者认为教育环境平均。因此，需要在教育环境的所有五个领域进行改进。
