Volume 13, Issue 3 (Paramedical Sciences and Military Health (Aurumn 2018) 2018)                   Paramedical Sciences and Military Health 2018, 13(3): 40-46 | Back to browse issues page

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Nasiri Ziba F, Fathollahi S. Evaluating the Differences in the Quality Perception of the Learning Environment from the Viewpoints of Continuous and Non-Continuous Undergraduate Operationalroom technology Students of the Iran University of Medical Sciences in 1395-96. Paramedical Sciences and Military Health. 2018; 13 (3) :40-46
URL: http://jps.ajaums.ac.ir/article-1-142-en.html
1- Department of Internal-Surgical, Faculty of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
2- Department of Operational Room Technology, Faculty of Paramedical Sciences, Iran University of Medical Sciences, Tehran, Iran , fatolahi.sajad@yahoo.com
Abstract:   (818 Views)
Introduction: Universities should be concerned about the psychological, social and emotional needs of students, and create the appropriate conditions for creating a productive learning environment. A study of the learning environment is helpful in realizing this. It has been said that learning environment is considered as an important aspect for medical graduates. Regarding this issue, this study aimed to investigate the difference in perception of the quality of the learning environment from the viewpoint of continuous and discontinuous undergraduate operational room technology students of Iran University of Medical Sciences during the period of 1395-96.
Materials and Methods: A descriptive study was carried out in 1395-1396. A total of 143 (50 male and 93 female) undergraduate students responded to the DDRE (Dundee Ready Education Environment Measure) questionnaire. The questionnaire has 50 items, the range of question scores were in the range of 0-200. The higher scores indicated better learning environments and lower scores indicated more unfavorable learning environments.
Results: The mean of total score of the learning environment of the undergraduate operational room students was 106 ± 22.6. The scores of non continuous graduate students assessing the quality of the learning environment (115.65±20.17) were higher compared to the continuous undergraduate students scores (102.25±20.55), which was also significant (P=0.01).
Conclusion: This study showed that non-continuous bachelor’s students assessed the learning environment more positively in comparison with continuous bachelor students. Furtheremore, with considering all of the dimensions of the questionnaire, it is possible to improve all aspects of the learning environment.
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Type of Study: Research | Subject: full articles
Received: 2018/04/12 | Accepted: 2018/11/12 | Published: 2018/12/15

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