Mirghni Hyder Osman, Elnour Mohammed Adam Ahmed
MD, Assistant Professor, Medical Department, Faculty of Medicine, University of Tabuk, Saudi Arabia.
MD, MHPE, Assistant Professor, Medical Department, Faculty of Medicine, University of Tabuk, Saudi Arabia.
Electron Physician. 2017 Apr 25;9(4):4072-4076. doi: 10.19082/4072. eCollection 2017 Apr.
There is an increasing awareness of the perceived stress and approach to learning effects on academic achievement.
This study aimed to assess the educational environment and approach to learning in clinical phase medical students.
This comparative cross-sectional study was conducted among fifty-nine clinical stage medical students at Omdurman Islamic University (Khartoum, Sudan) during the period from June to August 2016. All the participants signed a written informed consent, then responded to a structured questionnaire to collect demographic data, the two process study questionnaires and the perceived stress questionnaire. The ethical committee of Omdurman Islamic University approved the research, and the Statistical Package for Social Sciences was used to compare the students based on sex, class, and their grades. Data were analyzed by SPSS version 22, using descriptive statistics and t-test.
There were fifty-nine medical students, of whom 41.5% were males with a mean age of 22.62±1.84 years. Stress was evident in the majority of medical students (88.1%). The students are using the deep approach to learning more than the superficial approach (The total score was 29.49±6.39 for the deep approach, while it was 20.81±6.94 for the superficial approach). In the current study, no differences were found regarding sex, class, or grades apart from the superficial approach which was used less among women.
The perceived stress was prevalent among medical students in Omdurman Islamic University, Sudan, the students used the deep approach to learning more than the superficial, no differences were evident in the perceived stress and the learning approach in relation to sex, class level or grades apart from less superficial approach among women.
人们越来越意识到感知到的压力以及学习方式对学业成绩的影响。
本研究旨在评估临床阶段医学生的教育环境和学习方式。
2016年6月至8月期间，在苏丹喀土穆的恩图曼伊斯兰大学对59名临床阶段医学生进行了这项比较性横断面研究。所有参与者均签署了书面知情同意书，然后回答一份结构化问卷，以收集人口统计学数据、两份过程研究问卷和感知压力问卷。恩图曼伊斯兰大学伦理委员会批准了该研究，并使用社会科学统计软件包根据性别、班级和成绩对学生进行比较。数据采用SPSS 22版进行分析，使用描述性统计和t检验。
共有59名医学生，其中41.5%为男性，平均年龄为22.62±1.84岁。大多数医学生（88.1%）存在压力。学生们采用深度学习方式的比采用表面学习方式的多（深度学习方式的总分为29.49±6.39，而表面学习方式的总分为20.81±6.94）。在本研究中，除了女性较少使用表面学习方式外，在性别、班级或成绩方面未发现差异。
在苏丹恩图曼伊斯兰大学的医学生中，感知到的压力普遍存在，学生们采用深度学习方式的比采用表面学习方式的多，除了女性较少使用表面学习方式外，在感知压力和学习方式方面，与性别、班级水平或成绩无关，未发现明显差异。
