Rehman Rehana, Ghias Kulsoom, Fatima Syeda Sadia, Hussain Mehwish, Alam Faiza
Biological and Biomedical Sciences, Aga Khan University, Karachi, Pakistan.
Research Development, Office of Research Innovation and Commercialization, Dow University of Health Sciences, Karachi, Pakistan.
J Pak Med Assoc. 2017 Jan;67(1):7-11.
To compare students' response assessed by Dundee Ready Educational Environment Measure on the basis of the year of study, gender and pre-medical educational background.
This cross-sectional study was carried out at the Aga Khan University Medical College, Karachi, Pakistan, from June 2014 to March 2015, and comprised medical students. The average scores of Dundee Ready Educational Environment Measure scales and subscales were compared between gender and educational background. Responses were also compared on the basis of year of study.
Of the 416 participants, 184 (44%) were males and 232 (56%) were females. There were 100 (24%) students in the first year, 90 (21.6%) in second, 92 (22.1%) in third, 91 (21.9%) in fourth and 43 (10.3%) in the fifth year. The mean Dundee Ready Educational Environment Measure score was 125.7±16.8. The mean score of females and students with higher secondary school background was significantly better as compared to males and students in British General Certificate of Education background, respectively (p<0.0001, p=0.017). Female medical students were satisfied with the atmosphere of teaching and learning (p<0.0001; p=0.011). Year-wise comparison showed significantly better Dundee Ready Educational Environment Measure score responses by fourth-year students (p<0.0001).
Assessment by Dundee Ready Educational Environment Measure endorsed approval of conducive learning environment with reference to atmosphere, teaching, learning, sense of well-being, academic self-perception and achievement by all medical students.
根据学习年份、性别和医学预科教育背景，比较通过邓迪教育环境就绪度测量法评估的学生反应。
本横断面研究于2014年6月至2015年3月在巴基斯坦卡拉奇的阿迦汗大学医学院开展，纳入了医学生。比较了邓迪教育环境就绪度测量法各量表及子量表在性别和教育背景方面的平均得分。还根据学习年份对反应进行了比较。
416名参与者中，184名（44%）为男性，232名（56%）为女性。一年级学生有100名（24%），二年级90名（21.6%），三年级92名（22.1%），四年级91名（21.9%），五年级43名（10.3%）。邓迪教育环境就绪度测量法的平均得分为125.7±16.8。女性和具有高中教育背景的学生的平均得分分别显著高于男性和具有英国普通教育证书背景的学生（p<0.0001，p=0.017）。女医学生对教学氛围感到满意（p<0.0001；p=0.011）。逐年比较显示，四年级学生的邓迪教育环境就绪度测量法得分反应显著更好（p<0.0001）。
邓迪教育环境就绪度测量法的评估认可了所有医学生对有利于学习的环境在氛围、教学、学习、幸福感、学业自我认知和成就方面的认可。
