Investigating students' perceptions of the medical education environment and learning autonomy in blended learning in pediatrics: a cross-sectional study.

BACKGROUND

In the process of education reform, carrying out continuous educational environment measurement is necessary. This study aimed to evaluate the perceptions of the medical education environment and learning autonomy in blended learning in pediatrics among clinical medicine students, as well as the relationship between these two constructs.

METHODS

A cross-sectional study was conducted on clinical medical students from the First Clinical School of Wuhan University who had completed the blended learning courses of pediatrics. Perceptions of the medical education environment and learning autonomy were surveyed using the Dundee Ready Education Environment Measure (DREEM) and the Autonomy in Learning Rating Scale for college students (ALRS), respectively. Independent samples t-test, one-way ANOVA, correlation, and multiple linear regression analyses were conducted.

RESULTS

A total of 487 students participated in the survey (valid response rate: 83.53%). Students' perceptions of the current medical education environment and learning autonomy were generally positive. Among the average scoring rates of DREEM, students' perception of teachers (SPT) > students' perception of learning (SPL) > students' perception of atmosphere (SPA) > students' academic self-perceptions (SASP) > students' social self-perception (SSSP), while learning strategies > learning motivation > self-regulation > content and environment among the average scoring rates of ALRS. Correlation analyses revealed that all subscales of the two were significantly associated with each other (P < 0.05). Regression analyses showed that SPA and SASP were significant factors for students' learning autonomy.

CONCLUSION

Clinical medicine students who experienced blended learning in pediatrics had positive perceptions of the medical education environment, and their learning autonomy was good and closely related to the perceptions of the medical education environment. In the implementation of blended learning, continuous optimization of teaching content and proactive enhancement of the medical education environment will help enhance clinical medicine students' satisfaction with the educational environment and their learning autonomy.

CLINICAL TRIAL NUMBER

Not applicable.