Investigating students' perceptions of the medical education environment and learning autonomy in blended learning in pediatrics: a cross-sectional study

• Published in: BMC medical education 2024-12, Vol.24 (1), p.1464-8
• Main Authors: Liu, Fang, Niu, Ping, Yu, Shiqian, Wei, Li, He, Xiaoqin, Ye, Jingping, Yao, Baozhen
• Format: Article
• Language: English
• Subjects: Adult; Analysis; Autonomy in learning rating scale; Blended learning; China; Cross-Sectional Studies; Dundee ready education environment measure; Education; Education, Medical, Undergraduate; Educational evaluation; Educational reform; Female; Humans; Learning; Learning autonomy; Learning strategies; Male; Medical education environment; Medical personnel; Medical students; Methods; Pediatrics; Pediatrics - education; Personal Autonomy; Students, Medical - psychology; Surveys and Questionnaires; Training; Young Adult
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-06490-z

In the process of education reform, carrying out continuous educational environment measurement is necessary. This study aimed to evaluate the perceptions of the medical education environment and learning autonomy in blended learning in pediatrics among clinical medicine students, as well as the relationship between these two constructs. A cross-sectional study was conducted on clinical medical students from the First Clinical School of Wuhan University who had completed the blended learning courses of pediatrics. Perceptions of the medical education environment and learning autonomy were surveyed using the Dundee Ready Education Environment Measure (DREEM) and the Autonomy in Learning Rating Scale for college students (ALRS), respectively. Independent samples t-test, one-way ANOVA, correlation, and multiple linear regression analyses were conducted. A total of 487 students participated in the survey (valid response rate: 83.53%). Students' perceptions of the current medical education environment and learning autonomy were generally positive. Among the average scoring rates of DREEM, students' perception of teachers (SPT) > students' perception of learning (SPL) > students' perception of atmosphere (SPA) > students' academic self-perceptions (SASP) > students' social self-perception (SSSP), while learning strategies > learning motivation > self-regulation > content and environment among the average scoring rates of ALRS. Correlation analyses revealed that all subscales of the two were significantly associated with each other (P