Department of Anesthesia, College of Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia.
Department of Anesthesiology and Critical Care, Institute of Health, Jimma University, Jimma, Ethiopia.
BMC Med Educ. 2022 Jul 15;22(1):552. doi: 10.1186/s12909-022-03611-4.
Excellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students' learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar.
A comparative cross-sectional study design was employed on 3 and 4 year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students' perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance.
A total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students' perception of teachers, students' academic self -perception and students' social self-perception showed positive correlation with students' academic achievement (ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß = 0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 & P = 0.015 and ß = 0.13 & P = 0.023) respectively.
The perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students.
卓越的麻醉教育旨在满足社会当前和未来的需求。教育环境在决定学生的学习和学业成绩方面起着重要作用。本研究评估了德布雷塔博尔大学和贡德尔大学麻醉学生对教育环境的看法及其与学业成绩的关系。
采用 3 年和 4 年学生的比较横断面研究设计。使用邓迪准备教育环境量表（DREEM）评估学生对教育环境的看法。感知表现、累积平均绩点（CGPA）和 100 个多项选择题用于评估学生的学业成绩。使用独立 t 检验评估教育环境感知和学业成绩的差异。进行双变量和多变量线性回归以评估教育环境感知与学业成绩之间的关系。P 值小于 0.05 被认为具有统计学意义。
共有 123 名学生（91 名来自贡德尔大学，32 名来自德布雷塔博尔大学）参加了这项研究。研究表明，两组学生在 DREEM 总分和子量表得分以及学业成绩方面对教育环境的感知没有统计学上的显著差异。然而，在教育环境测量的一些项目中存在统计学上的显著差异。在多变量线性回归中；入学考试成绩、学生对教师的看法、学生的学业自我认知和学生的社会自我认知与学生的学业成绩呈正相关（β=0.003，P=0.04；β=0.009，P=0.9；β=0.06，P=0.42；β=0.06，P=0.39；β=0.14，P=0.015 和 β=0.13，P=0.023）。
学生对教育环境的看法更为积极，两所院校的学生在 DREEM 总分和各领域得分以及学业成绩方面没有统计学上的显著差异。入学考试成绩和对教育环境更积极的看法与学生的学业成绩呈正相关。
