Mentoring Office, Educational Deputy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Department of Physical Medicine and Rehabilitation, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
BMC Med Educ. 2022 Mar 15;22(1):176. doi: 10.1186/s12909-022-03219-8.
The curricular reform at Tehran University of Medical Sciences (TUMS), Iran, has been implemented since 2011 when peer mentoring program started. The program is believed to have a crucial role in students' perception of the educational environment (EE). We aimed to determine how students perceive the educational environment and compared the mentees and non-mentees' perception of EE.
A cross-sectional descriptive study was conducted among 190 first-year medical students enrolling at Tehran University of Medical Sciences from March to September 2019. A questionnaire was used to collect information on students' age, gender, marital status, dormitory status, and their mentoring status including satisfaction of mentor-mentee relationship. The study also employed Dundee Ready Education Environment Measure (DREEM). The collected data were then entered and analysed using SPSS version 20. To compare the perception of EE between mentees and non-mentees, we used independent t-test.
The mean (SD) for total DREEM score for EE was 144.1 (19.3), which signifies a more positive than negative educational environment perception. Nonetheless, the mean scores of total DREEM was not significantly different between students with or without mentors (P =0.390). The overall mean score for student perceptions of learning for mentees was 32.47 (4.5) while for those without a mentor, the score was 31.70 (4.9) (P =0.491). The items concerned with "emphasizing factual learning" and "teacher-based teaching" were rated the least. The item "having an appropriate support system" was scored significantly different between students with or without mentors (P =0.009).
Since having an appropriate support system was significantly different between groups, we suggest curriculum designers focus on the above-mentioned issue under caption for improvement during the reform programs.
自 2011 年开始实施同伴导师计划以来，伊朗德黑兰医科大学（TUMS）一直在进行课程改革。该计划被认为在学生对教育环境（EE）的看法中起着至关重要的作用。我们旨在确定学生如何感知教育环境，并比较导师制学生和非导师制学生对 EE 的看法。
2019 年 3 月至 9 月，对德黑兰医科大学的 190 名一年级医学生进行了横断面描述性研究。使用问卷收集学生的年龄、性别、婚姻状况、宿舍状况以及他们的导师状况（包括导师-学员关系的满意度）信息。该研究还采用了邓迪教育环境测评量表（DREEM）。收集的数据随后使用 SPSS 版本 20 进行输入和分析。为了比较导师制学生和非导师制学生对 EE 的看法，我们使用了独立 t 检验。
EE 的 DREEM 总分的平均值（SD）为 144.1（19.3），这表明教育环境的感知更为积极而非消极。尽管如此，有导师和没有导师的学生的 DREEM 总分平均值之间没有显著差异（P=0.390）。导师制学生对学习的总体感知平均得分为 32.47（4.5），而没有导师的学生得分为 31.70（4.9）（P=0.491）。对“强调事实学习”和“以教师为中心的教学”的项目评价最低。有或没有导师的学生在“拥有适当的支持系统”项目上的评分存在显著差异（P=0.009）。
由于有或没有导师的学生在适当的支持系统方面存在显著差异，我们建议课程设计者在改革计划中关注上述问题，以便在标题下进行改进。
