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Huang R, Qian W, Xie S, Cheng M, Gong M, Xian S, Jin M, Zhang M, Tang J, Lu B, Yang Y, Liu Z, Qu M, Ma H, Wu X, Yin H, Wang X, Liu X, Wang Y, Chen W, Lin M, Zhang C, Du E, Lin Q, Huang Z, Zhang J, Zhang G, Liu Y, Chen Y, Liu J, Ji S. A multicenter cross-sectional study in China revealing the intrinsic relationship between medical students' grade and their perceptions of the learning environment. BMC MEDICAL EDUCATION 2024; 24:832. [PMID: 39090597 PMCID: PMC11295695 DOI: 10.1186/s12909-024-05538-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2023] [Accepted: 05/08/2024] [Indexed: 08/04/2024]
Abstract
BACKGROUND Medical school learning environment (MSLE) has a holistic impact on students' psychosomatic health, academic achievements, and personal development. Students in different grades perceive MSLE in different ways. Thus, it is essential to investigate the specific role of student's grade in the perception of MSLE. METHODS Using the Johns Hopkins Learning Environment Scale (JHLES) as a quantification instrument for the perception level of MSLE, 10,901 medical students in 12 universities in China were categorized into low or high JHLES group according to their questionnaires. We investigated the relationship between student's grade and JHLES category by univariate analysis employing Pearson Chi-square test and Welch's ANOVA. Then multivariable logistic regression analysis confirmed the predictive efficacy of student's grade. A nomogram concerning the prediction of low JHLES score probability in medical students was also constructed. RESULTS A significant difference between two JHLES categories among students in different grades was observed (p < 0.001), with the proportion of the high JHLES group dominating in grade 1, 5, and the graduate subgroups (p < 0.001). The mean JHLES score declined especially in the third and fourth graders compared to freshmen (p < 0.001), while the mean score among the fifth graders had a remarkable rebound from the third graders (p < 0.001). Most imperatively, identified by multivariable logistic regression analysis, students in grade 3 (OR = 1.470, 95% CI = 1.265-1.709, p < 0.001) and 4 (OR = 1.578, 95% CI = 1.326-1.878, p < 0.001) perceived more negatively than freshmen. The constructed nomogram provided a promising prediction model for student's low JHLES score probability, with accuracy, accordance, and discrimination (area under the curve (AUC) = 0.627). CONCLUSION The student's grade was a significant influencing factor in medical students' perception of MSLE. The perceptions among the third and fourth graders got worse, probably due to the worrying changes in various aspects of MSLE during that period. The relevant and appropriate interventions to improve medical students' perceptions are urgently needed.
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Affiliation(s)
- Runzhi Huang
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, People's Republic of China
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, 200433, Shanghai, People's Republic of China
| | - Weijin Qian
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Sujie Xie
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, People's Republic of China
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, 200433, Shanghai, People's Republic of China
| | - Mei Cheng
- Department of Nephrology, the First Affiliated Hospital of Naval Medical University, 200433, Shanghai, People's Republic of China
| | - Meiqiong Gong
- Office of Educational Administration, Shanghai University, Shanghai, 200444, China
| | - Shuyuan Xian
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, People's Republic of China
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, 200433, Shanghai, People's Republic of China
| | - Minghao Jin
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Mengyi Zhang
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Jieling Tang
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Bingnan Lu
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Yiting Yang
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Zhenglin Liu
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Mingyu Qu
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Haonan Ma
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Xinru Wu
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Huabin Yin
- Department of Orthopedics, Shanghai General Hospital, School of Medicine, Shanghai Jiaotong University, 100 Haining Road, Shanghai, China.
| | - Xiaonan Wang
- Department of Epidemiology and Health Statistics, School of Public Health, Capital Medical University, 10 Xitoutiao, Beijing, 100069, China.
| | - Xin Liu
- Department of Rheumatology and Immunology, Second Affiliated Hospital of Naval Medical University, Shanghai, China.
| | - Yue Wang
- Department of Health Statistics, School of Public Health, Air Force Medical University, No.169,Changle West Road, Xi'an, 710032, China.
| | - Wenfang Chen
- Faculty of Medicine, Jinggangshan University, 28 Xueyuan Road, Ji'An, 343009, China.
| | - Min Lin
- Mental Health Education and Consultation Center,Chongqing Medical University, 61 Daxuecheng Middle Road, Chongqing, 401331, China.
| | - Chongyou Zhang
- Basic Medical College, Harbin Medical University, 157 Baojian Road, Harbin, 150081, Heilongjiang, China.
| | - Erbin Du
- Frist Clinical Medical College, Mudanjiang Medical University, 66 Tongxiang Street, Mudanjiang, 157011, China.
| | - Qing Lin
- Department of Human Anatomy, Laboratory of Clinical Applied Anatomy, School of Basic Medical Sciences, Fujian Medical University, 1 Xuefu North Road, Fuzhou, 350122, China.
| | - Zongqiang Huang
- Department of Orthopedics, The First Affiliated Hospital of Zhengzhou University, 1 Jianshe East Road, Zhengzhou, 450052, China.
| | - Jie Zhang
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, 2699 Gaoke West Road, Shanghai, 201204, China.
| | - Guoyang Zhang
- Maastricht University School of Health Professions Education, Maastricht, the Netherlands.
| | - Yifan Liu
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China.
| | - Yu Chen
- Department of Gyneacology and Obstetrics, The First Affiliated Hospital of Naval Medical University, Yangpu District, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, China.
| | - Jun Liu
- Department of Anesthesiology, Shanghai Pulmonary Hospital Affiliated to Tongji University, 507 Zheng Min Road, Shanghai, 200433, China.
| | - Shizhao Ji
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, People's Republic of China.
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, 200433, Shanghai, People's Republic of China.
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Ghasempour S, Esmaeeli M, Abbasi A, Hosseinzadeh A, Ebrahimi H. Relationship between academic success, distance education learning environments, and its related factors among medical sciences students: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:847. [PMID: 37946138 PMCID: PMC10633937 DOI: 10.1186/s12909-023-04856-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2023] [Accepted: 11/07/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Academic success is among the most important criteria for determining students' competence. Hence, one of the concerns of education system researchers has always been investigating its associated factors. Therefore, this study aimed to determine the relationship between academic success, distance education learning environments, and its related factors among Shahroud University of Medical Sciences students. METHODS This cross-sectional study was conducted on 208 medical sciences students who completed at least two online and two in-person academic semesters. Participants were selected through the convenience sampling method and filled out three questionnaires, including the demographic information form, the Academic Success Inventory for College Students, and the Distance Education Learning Environments Survey. Finally, the data were analyzed using descriptive statistics and inferential tests (t-test, ANOVA, Pearson's correlation coefficient, and multiple linear regression). RESULTS In this study, students reported moderate levels of academic success (107.81 ± 10.72). Moreover, they assessed their distance education learning environment as the positive points were more than the negative points (74.10 ± 14.89). Distance education learning environment (β = 0.233 and P < 0.001) and field satisfaction (β = 9.797 and P = 0.001) were also mentioned as factors related to students' academic success. CONCLUSION According to the present results, it is suggested to improve the learning environment of distance education and increase students' satisfaction to enhance their academic outcomes such as academic success.
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Affiliation(s)
- Saeed Ghasempour
- Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Maede Esmaeeli
- Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Ali Abbasi
- Department of Nursing, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Ali Hosseinzadeh
- Department of Epidemiology, School of Public Health, Shahroud University of Medical Sciences, Shahroud, Iran
- Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Hossein Ebrahimi
- Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran.
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Tang LQ, Zhu LJ, Wen LY, Wang AS, Jin YL, Chang WW. Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis. BMJ Open 2022; 12:e058224. [PMID: 36038168 PMCID: PMC9438119 DOI: 10.1136/bmjopen-2021-058224] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVES This study explores the relationship between the perception of the learning environment and self-directed learning (SDL) ability among nursing undergraduates. DESIGN, SETTING AND PARTICIPANTS A cross-sectional study was conducted in December 2020 with 1096 junior and senior undergraduate nursing students (aged 16-22) from Wannan Medical College in Anhui Province, China. OUTCOME MEASURES The Chinese version of the Dundee Ready Educational Environment Measure questionnaire and a validated Chinese version of college students' SDL ability scale were used to assess students' perceptions about their learning environment and their SDL ability. Canonical correlation analysis was performed to evaluate their correlation. RESULTS The total score for the learning environment was 120.60 (scoring rate: 60.30%), and the score for SDL ability was 89.25 (scoring rate: 63.75%). Analysis indicated that the first canonical correlation coefficient was 0.701 and the contribution rate was 94.26%. The perception of the learning environment was mainly determined by students' perception of learning (SPL) and academic self-perceptions (SASP), with SDL ability mainly determined by self-management ability and cooperative learning ability. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Multiple linear regression analysis revealed that SPL, SASP, students' perceptions of atmosphere and students' social self-perceptions had a significant impact on SDL ability. CONCLUSIONS The SDL ability of nursing undergraduates was not high. SPL and SASP were positively correlated with self-management ability and cooperative learning ability. Nursing educators can improve students' SDL ability by changing their learning environment, using, for example, new student-centred teaching methods.
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Affiliation(s)
- Li-Qing Tang
- Department of Epidemiology and Health statistics,School of Public Health, Wannan Medical College, Wuhu, Anhui, China
| | - Li-Jun Zhu
- Department of Epidemiology and Health statistics,School of Public Health, Wannan Medical College, Wuhu, Anhui, China
| | - Li-Ying Wen
- Department of Epidemiology and Health statistics,School of Public Health, Wannan Medical College, Wuhu, Anhui, China
| | - An-Shi Wang
- Department of Epidemiology and Health statistics,School of Public Health, Wannan Medical College, Wuhu, Anhui, China
| | - Yue-Long Jin
- Department of Epidemiology and Health statistics,School of Public Health, Wannan Medical College, Wuhu, Anhui, China
| | - Wei-Wei Chang
- Department of Epidemiology and Health statistics,School of Public Health, Wannan Medical College, Wuhu, Anhui, China
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