Journal of Health And Care
Volume 26, Issue 1 (Spring 2024)
JHC 2024, 26(1): 87-97 |
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Ethics code: IR.ARUMS.REC.1402.013
Clinical trials code: A_10_7339_1
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Ghaheri F, Mirzaei K, Naderi F, Mohammadi M. Determining the Educational Climate of the Operating Rooms of Therapeutic Educational Centers from the Perspective of Students of Ardabil University of Medical Sciences in 2023. JHC 2024; 26 (1) :87-97
URL: http://hcjournal.arums.ac.ir/article-1-1513-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1513-en.html
Student Research Committee of Ardabil University of Medical Sciences
Abstract: (169 Views)
Background: Clinical education is an essential part of medical science education and the climate in clinical environments is one of the influential factors in the quality of clinical education. Therefore, this study was conducted with the aim of determining the educational climate of the operating rooms from the perspective of residents, operating room, and anesthesiology students of Ardabil University of Medical Sciences in 2023.
Methods: In this cross-sectional study, all the residents from different fields, operating room students, and anesthesiology students with at least one semester of operating room experience were studied through the census survey method. Data was collected using the demographic characteristics questionnaire and the educational climate of the operating room questionnaire of Igor et al. (2022). Data were analyzed using SPSS v.26 using centrality indices, dispersion and chi-square tests, t-test, and ANOVA.
Results: The results showed that the majority of students (98.7%) rated the educational climate of the operating rooms as average. The areas of the educational climate in this study were technically average but not optimal. The scores for educational processes and operating room infrastructure were lower than standard values (p<0.05). There were significant differences between educational climate with gender (p=0.003) and age (p=0.001). The perception of the educational climate for anesthesiology students was lower than that of other students (p=0.001).
Conclusion: The results showed that the educational climate of the operating rooms was not favorable from the perspective of students. There was a weakness in the educational process and operating room infrastructure. Educational authorities are recommended to address the existing problems to improve the educational atmosphere of the operating rooms and improve the quality of clinical education.
Methods: In this cross-sectional study, all the residents from different fields, operating room students, and anesthesiology students with at least one semester of operating room experience were studied through the census survey method. Data was collected using the demographic characteristics questionnaire and the educational climate of the operating room questionnaire of Igor et al. (2022). Data were analyzed using SPSS v.26 using centrality indices, dispersion and chi-square tests, t-test, and ANOVA.
Results: The results showed that the majority of students (98.7%) rated the educational climate of the operating rooms as average. The areas of the educational climate in this study were technically average but not optimal. The scores for educational processes and operating room infrastructure were lower than standard values (p<0.05). There were significant differences between educational climate with gender (p=0.003) and age (p=0.001). The perception of the educational climate for anesthesiology students was lower than that of other students (p=0.001).
Conclusion: The results showed that the educational climate of the operating rooms was not favorable from the perspective of students. There was a weakness in the educational process and operating room infrastructure. Educational authorities are recommended to address the existing problems to improve the educational atmosphere of the operating rooms and improve the quality of clinical education.
Type of Study: descriptive-cross-sectional |
Subject:
nursing
Received: 2023/10/30 | Accepted: 2024/06/2 | Published: 2024/03/29
Received: 2023/10/30 | Accepted: 2024/06/2 | Published: 2024/03/29
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