Research on the relationship between educational environment perception types by medical undergraduates and their competency development in a university of Xinjiang

doi:10.3760/cma.j.cn115259-20220121-00088

Abstract

Abstract: Objective To investigate and analyze the educational environment perception types by medical undergraduates in a university of Xinjiang and its relationship to competency development. Methods The investigation was carried out by questionnaire survey. From February to June 2021, a total of 1 513 medical undergraduates enrolled from 2017 to 2020 were investigated. The DREEM scale and a self-made questionnaire for evaluation of medical undergraduate competency development were adopted. Spearman correlation analysis, variance analysis, potential profile model and other methods were used for processing the data of investigation. Results The total scores of educational environment perception and competency development by medical undergraduates are (99.90±14.58) and (40.71±7.57) respectively. The educational environment perception by medical undergraduates showed negative, balanced and positive results accounting for 30.2% (457/1 513), 60.1% (909/1 513) and 9.7%(147/1 513), respectively. The higher the educational environment perception of medical undergraduates is, the better competency developed. Conclusions Good educational environment perception can promote the competency development. It is necessary to optimize the educational environment and pay more attention to the competency development of medical students, so as to cultivate talent healthcare providers for the construction of healthy China.

Key words: Education, Medical, Undergraduate, Students, Medical, Latent profiles analysis, Educational environment perception, Competency

CLC Number:

R-05

He Zhican, Che Wenjing, Wu Xiangwei, Chen Jieting. Research on the relationship between educational environment perception types by medical undergraduates and their competency development in a university of Xinjiang[J]. Chinese Journal of Medical Education, 2022, 42(8): 687-691.

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