Muhammad Ibrahim Kareem, Saed Bahat Abdularazaq, Zamani Maryam, Arman Pegah, Salahi Iraj, Vakilimofrad Hossein
Department of Anesthesiology, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran.
Department of Education and Psychology, School of Education, Koya University Faculty of Education's, Kurdistan, Iraq.
BMC Med Educ. 2024 Dec 18;24(1):1459. doi: 10.1186/s12909-024-06429-4.
The education process in paramedical faculties is influenced by various factors affecting students' learning.The present study aimed to assess the quality of clinical learning environments in the paramedical faculty of Kurdistan-Iraq Universities of Medical Science.
This study used a cross-sectional survey based on convenience sampling, involving 552 paramedical students and 125 professors from relevant departments within Kurdistan-Iraq's medical sciences universities. Data analysis involved descriptive and inferential statistics, including frequency, mean, standard deviation,, t-test and ANOVA, conducted using SPSS version 22.
The mean scores of the overall DREEM scores for students and professors were 115.07 ± 31.65 and 95.16 ± 12.67, respectively. Significant differences were observed in students' fields of study and in all areas of the attitudes questionnaire. Additionally, a significant difference was found between professors' degrees in the scientific ability subscale of attitude towards the fields, and characteristics of clinical learning environments (p < .05).
The findings suggest relative satisfaction among professors and students with the clinical education environment within the paramedical faculty.
辅助医疗专业院校的教育过程受到多种影响学生学习的因素的作用。本研究旨在评估伊拉克库尔德斯坦医科大学辅助医疗专业临床学习环境的质量。
本研究采用基于便利抽样的横断面调查，涉及552名辅助医疗专业学生和来自伊拉克库尔德斯坦医科大学相关部门的125名教授。数据分析采用描述性和推断性统计，包括频率、均值、标准差、t检验和方差分析，使用SPSS 22版软件进行。
学生和教授的DREEM总分均值分别为115.07±31.65和95.16±12.67。在学生的学习领域和态度问卷的所有方面均观察到显著差异。此外，在教授对该领域的态度的科学能力子量表的学位以及临床学习环境的特征方面发现了显著差异（p<0.05）。
研究结果表明教授和学生对辅助医疗专业内的临床教育环境相对满意。
