Temesgen Melaku Hailu, Girma Yisak, Dugo Tamiru, Azeze Getachew, Dejen Mihret, Deres Melkamu, Janakiraman Balamurugan
Department of Physiotherapy, School of Medicine, College of Health Sciences, Mekelle University, Mekelle, Tigray, Ethiopia.
Department of Physiotherapy, School of Medicine, College of Medicine and Health Sciences University of Gondar, Gondar, Ethiopia.
Adv Med Educ Pract. 2021 Feb 9;12:133-140. doi: 10.2147/AMEP.S289134. eCollection 2021.
Despite the expansion of the physiotherapy program over the past decade in Ethiopia, there is modest knowledge of the extent of physiotherapy students' satisfaction. This study was conducted at the Department of physiotherapy, University of Gondar in Ethiopia.
The objective of this study was to assess the satisfaction of students with the teaching and learning process and to identify the factors influencing course satisfaction amongst physiotherapy students. This questionnaire survey investigated the effects of demographic variables, perceptions of satisfaction, and education-related parameters on the level of student satisfaction with their educational experience.
An institutional-based cross-sectional study was conducted by recruiting entry-level physiotherapy students during 2018. Data were collected from a sample of 173 physiotherapy students using structured and validated self-administered Students Satisfaction Questionnaires. Logistic regression model was used to identify factors significantly associated with student satisfaction in the teaching and learning process.
Out of 173 participants, most of them 112 (64.7%) were male and the majority of them (37%) were third-year students. The overall student satisfaction was 33.1% for all categories. Awareness about physiotherapy education before enrolling into the physiotherapy educational program (AOR 6.3, 95% CI: 2.2-17.8), year of study (AOR 0.12, 95% CI: 0.02-0.67) and availability of classroom furniture (AOR 0.05, 95% CI: 0.04-0.66) were statistically significant associated factors for student satisfaction.
The overall student's satisfaction on the learning and teaching process was low, in particular, the satisfaction for the clinical training is also below par, which is a major concern. Area of intervention and endorsements identified by this study was information about physiotherapy before joining the university, course duration, and availability of the classroom furniture. The efforts to raise physiotherapy student satisfaction in Ethiopia shall focus on creating awareness of the physiotherapy education program at the pre-college level and improving classroom facilities in the first place.
尽管过去十年埃塞俄比亚的物理治疗项目有所扩展，但对于物理治疗专业学生的满意度程度了解并不多。本研究在埃塞俄比亚贡德尔大学物理治疗系开展。
本研究的目的是评估学生对教学过程的满意度，并确定影响物理治疗专业学生课程满意度的因素。这项问卷调查研究了人口统计学变量、满意度认知以及与教育相关的参数对学生对其教育经历满意度水平的影响。
2018年通过招募入门级物理治疗专业学生进行了一项基于机构的横断面研究。使用结构化且经过验证的自填式学生满意度问卷从173名物理治疗专业学生样本中收集数据。采用逻辑回归模型来确定与教学过程中学生满意度显著相关的因素。
在173名参与者中，大多数112名（64.7%）为男性，其中大多数（37%）为三年级学生。所有类别学生的总体满意度为33.1%。在进入物理治疗教育项目之前对物理治疗教育的了解（调整后比值比6.3，95%置信区间：2.2 - 17.8）、学习年份（调整后比值比0.12，95%置信区间：0.02 - 0.67）以及教室家具的可用性（调整后比值比0.05，95%置信区间：0.04 - 0.66）是与学生满意度有统计学显著关联的因素。
学生对学习和教学过程的总体满意度较低，特别是临床培训的满意度也未达标准，这是一个主要问题。本研究确定的干预和改进领域是入学前关于物理治疗的信息、课程时长以及教室家具的可用性。埃塞俄比亚提高物理治疗专业学生满意度的努力应首先集中在提高大学预科阶段对物理治疗教育项目的认知度以及改善教室设施上。
