Toum Ahmed Fadi M, Fadelallah Eljack Mohammed Mahmmoud, Osman Fadl Hiba Awadelkareem, Abdelmoneim Hamza Abdelrahman Hamza, Gsmalseed Mohammed Siham Abdalrhman, Taha Muawad Waddah Adil, Almahi Tarig Musa Khaleid, Mohamed Ahmed Sara Alameen, Alameen Hiba Faroug
Department of Internal Medicine, University of Sinnar, Sinnar, Sudan.
Faculty of Medicine and Health Sciences, University of Bakht Alruda, Ad Duwaym, Sudan.
Adv Med Educ Pract. 2022 Sep 26;13:1179-1185. doi: 10.2147/AMEP.S370867. eCollection 2022.
Medical school curriculum evaluation is necessary to document outcomes, determine the effectiveness of educational programs, and meet accreditation requirements. This has become more difficult over the last decade, and it is critical to carefully assess the conclusion. The purpose of this research was to gather information from Sinnar medical students regarding their perceptions of the curriculum, learning, teachers, and academic self-perception.
A cross-sectional analytic quantitative study including under and freshly graduated students was conducted in the Faculty of Medicine, University of Sinnar, Sudan, between the 18th of January 2021 and the 2nd of February 2022. Data was collected using a validated questionnaire including student perception of learning, student perception of teachers, academic self-perception, and student self-perception.
A total of 705 students participated in this study. Of them, 443 (63.1%) were females, with the majority from second years (35.8%) followed by fourth-year (21.6%). A 433 (64.5%) agreed that the teaching is students centred, and teaching helped them in their development (68.0%). In addition, nearly half of the participants (58.1%) stated that the teacher communicated clearly and understandably. Unfortunately, 44.6% said that the exam did not achieve all the course objectives. The most tension-induced places were the dissection room (DR) accounting (70.3%) followed by lecture halls (55.6%). The most common reason for not enhancing research skills is the unavailability of the research department (72.8%), along with the stress associated with the curriculum due to a lack of enough time for different activities (63.8%). Significant differences between males and females were found when answering questions regarding research skills and students' involvement in curriculum time management.
Most students have a positive impression towards the local curriculum, learning, and engaged teachers. More studies with more standardization and specification regarding curriculum content, Curriculum structure and strategies, should be conducted in the future.
医学院课程评估对于记录成果、确定教育项目的有效性以及满足认证要求是必要的。在过去十年中，这变得更加困难，仔细评估结论至关重要。本研究的目的是从辛纳尔医学院的学生那里收集有关他们对课程、学习、教师和学业自我认知的信息。
2021年1月18日至2022年2月2日在苏丹辛纳尔大学医学院对在校学生和刚毕业的学生进行了一项横断面分析定量研究。使用经过验证的问卷收集数据，包括学生对学习的认知、学生对教师的认知、学业自我认知和学生自我认知。
共有705名学生参与了本研究。其中，443名（63.1%）为女性，大多数来自二年级（35.8%），其次是四年级（21.6%）。433名（64.5%）学生同意教学以学生为中心，并且教学有助于他们的发展（68.0%）。此外，近一半的参与者（58.1%）表示教师沟通清晰易懂。不幸的是，44.6%的学生表示考试未能实现所有课程目标。压力最大的地方是解剖室（占70.3%），其次是讲堂（占55.6%）。研究技能未得到提高的最常见原因是研究部门无法使用（占72.8%），以及由于缺乏足够时间进行不同活动而导致的课程压力（占63.8%）。在回答关于研究技能和学生参与课程时间管理的问题时，发现男性和女性之间存在显著差异。
大多数学生对当地课程、学习和敬业的教师有积极印象。未来应进行更多关于课程内容、课程结构和策略的标准化和规范化程度更高的研究。
