Students’ perceptions of the educational environment of the applied medical sciences programs

Authors

Mikhled Falah Maayah Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, P. O. Box: 3030, Irbid 22110, Jordan
Muhammad D. Al –Jarrah Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, P. O. Box: 3030, Irbid 22110, Jordan
Mohammad Yabroudi Department of Rehabilitation Sciences, Faculty of Applied Medical Sciences, Jordan University of Science and Technology, P. O. Box: 3030, Irbid 22110, Jordan
Amr Almaz Abdel-aziem Department of Biomechanics, Faculty of Physical Therapy, Cairo University, EGYPT
Riziq Allah Gaowgzeh Department of Physical Therapy, Faculty of Rehabilitation Medical Sciences, King Abdulaziz University, Jeddah, Saudi Arabia
Ziyad Neamatallah Department of Physical Therapy, Faculty of Rehabilitation Medical Sciences, King Abdulaziz University, Jeddah, Saudi Arabia
Saad S. Alfawaz Department of Physical Therapy, Faculty of Rehabilitation Medical Sciences, King Abdulaziz University, Jeddah, Saudi Arabia

Keywords:

Dundee ready education environment measure, educational environment, perception, undergraduate.

Abstract

Objective: To evaluate the perceptions of undergraduate applied medical sciences students in the educational environment.

Study Design: A cross-sectional study of all applied medical sciences from December 2018 to January 2019 was carried out. The DREEM questionnaire was distributed to faculty students studying applied medical science. Mean and standard deviations of the total DREEM score and five subscales were recognised. For statistical analysis, a one-sample t-test and one-way ANOVA were used.

Principle findings: The educational environment received an average score of 124.11/200 from the students, showing that students had conveyed a positive attitude toward the educational environment (p= 0.001). Individual subscales show that 'student perception of learning' was rated the highest (30.01/48), while 'students' had the lowest social self-perception score (15.02/32). There was no significant difference between male and female students in the educational environment of subscales (p= 0.129). Overall DREEM scores varied significantly between courses (P=0.01). Total dental sciences students (130.70±11.53) and second-year students (126.44±26.96) scored significantly higher than other students did (P=0.001).

Conclusions: The perceptions of the students about their educational environment are 'more positive' than negative. A higher score was found in student perception of learning and a lower score in student social perceptions.

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Published

2021-08-19

How to Cite

[1]

M. F. . Maayah, “Students’ perceptions of the educational environment of the applied medical sciences programs”, AM, vol. 9, no. 3, pp. 1154–1169, Aug. 2021.