Saurabh Bihari Lal Shrivastava; Kevin Jonathan Pradipta
Abstract
The journey of medical students can prove to be extremely challenging and tough owing to academic pressures, parental expectations, peer pressure, and students’ inability to adapt to the environment in a medical school. Academic resilience among medical students refers to their ability to persevere, ...
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The journey of medical students can prove to be extremely challenging and tough owing to academic pressures, parental expectations, peer pressure, and students’ inability to adapt to the environment in a medical school. Academic resilience among medical students refers to their ability to persevere, adjust, and sustain encouraging learning outcomes despite the challenges, obstacles, and varied stressors they encounter during their period of undergraduate training. Self-efficacy can be regarded as one of the key factors in strengthening academic resilience, and accordingly, we must take specific measures to develop and improve the same among them. The learning environment in a medical school significantly impacts and determines the academic resilience levels of medical students. In conclusion, acknowledging the challenges and problems that medical students have to experience during their undergraduate training period, it is quite essential that specific measures be taken to augment the academic resilience among medical students. The need of the hour is to adopt a comprehensive approach that addresses self-efficacy and the learning environment simultaneously and helps them promote their overall well-being and academic success.
Mahshad Langari; Fatemeh Darban; Sakineh Sabzevari
Abstract
Background: For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.Objectives: The present study investigated the relationship between the understanding of the learning environment based on constructivism ...
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Background: For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.Objectives: The present study investigated the relationship between the understanding of the learning environment based on constructivism and self-actualization in Kerman University of Medical Sciences nursing students in 2021.Methods: This cross-sectional study utilized a descriptive-analytical method. The study subjects consisted of 160 undergraduate nursing students selected by the census. The information was collected using a demographic profile questionnaire, social constructivist learning environment perception questionnaire, and Ahvaz Self-Actualization Inventory (ASAI). The data were analyzed using Pearson correlation, linear regression, and chi-square tests in SPSS software.Results: The mean score of understanding the environment based on constructivism and its dimensions was reported as 191.88 ± 30.50, and that of self-actualization was 81.23 ± 12.99. There was a significant positive relationship between understanding the environment based on self-actualization and constructivism and also between all dimensions of understanding the environment based on constructivism and self-actualization (P < 0.050).Conclusion: The total score of the constructivist-based learning environment predicted self-actualization in nursing students. Self-actualization may change with a change in the dimensions of this approach. The constructivist approach can improve the self-actualization of nursing students, promote their active participation in building knowledge, and increase their interactions, enhancing abilities, talents, and self-actualization. The constructivist learning environment can lead to the growth and development of nursing students in educational environments and increase their interest in academic achievements in education, research, and employment.
Leila Vali; Yunes Jahani; Parinaz Khalili; Morteza Sahebi
Abstract
Background Many factors involve in the process of education i.e., the teacher, curriculum, and learning environment. The educational climate has an exact and tangible relationship with the expectations and perceptions of students, especially students of medical sciences universities, and particularly, ...
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Background Many factors involve in the process of education i.e., the teacher, curriculum, and learning environment. The educational climate has an exact and tangible relationship with the expectations and perceptions of students, especially students of medical sciences universities, and particularly, the graduate ones. Objectives The current study aimed at investigating the relationship between learning environment and expectations of graduate students at Kerman University of Medical Sciences, Kerman, Iran. Methods The present cross sectional study was conducted on 193 graduate students from April to July 2017. The subjects were selected by stratified random sampling and weighting methods from each faculty. Data were collected through Dundee ready education environment measure (DREEM) and SERVQUAL instruments. Data were analyzed using multiple linear regression and Pearson correlation coefficient in SPSS. P < 0.05 was considered as the level of significance. Results Among the subjects, 62.2% were male and 52.0% single; however, 76.2% were masters’ students and 23.8% PhD candidates. From the students’ point of view, the educational climate had a better status among the learning environment dimensions. In terms of students’ expectations and perceptions of the learning environment, the tangibles and the client consideration dimensions got the highest mean scores as 42.8 and 88.8, respectively. There was a significant relationship between marital status and learning environment (P = 0.04). There was also a significant relationship between students’ perception of educational services and their semester number (P = 0.04). Conclusions It is better to use student-centered viewpoints in educational planning. Students’ satisfaction can be improves by providing appropriate learning spaces and optimizing the existing ones. Adjusting students’ expectations by familiarizing them with the line and staff constraints in higher education can play a significant role in enhancing the quality of educational services.
Nastaran Ghotbi; Saeed Nasrollahi
Abstract
Background and Objectives Teaching clinical skills to students who provide health services is of great importance. Many universities use questionnaires to make qualitative assessments about the teaching of these skills based on the students’ point of view. In many cases, the learning environment ...
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Background and Objectives Teaching clinical skills to students who provide health services is of great importance. Many universities use questionnaires to make qualitative assessments about the teaching of these skills based on the students’ point of view. In many cases, the learning environment affects teaching; however, this issue is not often taken into account while designing questionnaires. In addition, it is necessary to specialize the questionnaires because the clinical trainings of different medical groups differ from each other. The aims of this study were 1, to develop a questionnaire that could be used for quality assessment of clinical education provided by faculty members of rehabilitation school and 2, to evaluate the validity and reliability of such a questionnaire. Methods Based on the clinical education curriculums of the departments of rehabilitation school, a questionnaire consisting of two sections assessing teaching quality (24 items) and learning environment (7 items) was designed. Face and content validity of the questionnaire was approved during several feedback stages based on the opinions of the faculty members. In addition, the reliability of the questionnaire was evaluated by administering it to 25 undergraduate students during a given time interval. Results Using Cronbach’s alpha, the internal consistency values of the questionnaire for teaching quality and learning environment components were found to be 0.94 and 0.73, respectively. The results of the test-retest reliability were as follows: intraclass correlation coefficient (ICC) of 0.95 and 0.96; Pearson correlation coefficient of r = 0.92 and r = 0.93, and paired t-test of P > 0.05. Conclusions Both the teaching quality and learning environment sections in the designed questionnaire were found to be valid and reliable. The results showed that the questionnaire could be used to assess the quality of clinical education provided by faculty members in rehabilitation schools.
