Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagemen...

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Published in:BMC research notes 2014-02, Vol.7 (1), p.105-105, Article 105
Main Authors: Bigna, Jean Joel R, Fonkoue, Loic, Tchatcho, Manuela Francette F, Dongmo, Christelle N, Soh, Dorothée M, Um, Joseph Lin Lewis N, Sime, Paule Sandra D, Affana, Landry A, Woum, Albert Ruben N, Noumegni, Steve Raoul N, Tabekou, Alphonce, Wanke, Arlette M, Taffe, Herman Rhais K, Tchoukouan, Miriette Linda N, Anyope, Kevin O, Ella, Stephane Brice E, Mouaha, Berny Vanessa T, Kenne, Edgar Y, Mbessoh, Ulrich Igor K, Tchapmi, Adrienne Y, Tene, Donald F, Voufouo, Steve S, Zogo, Stephanie M, Nouebissi, Linda P, Satcho, Kevine F, Tchoumo, Wati Joel T, Basso, Moise Fabrice, Tcheutchoua, Bertrand Daryl N, Agbor, Ako A
Format: Article
Language:English
Subjects:
Academic achievement
Achievement
Adolescent
Analysis
Cross-Sectional Studies
Education, Medical - methods
Entrance examinations
Female
Humans
Learning
Linear Models
Male
Medical research
Medical students
Personal Satisfaction
Physiological aspects
Sex Factors
Students, Premedical - psychology
Students, Premedical - statistics & numerical data
Studies
Surveys and Questionnaires
Time Factors
Training
Young Adult
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cited_by cdi_FETCH-LOGICAL-b4965-676df16cd7467281a8c64bee67bc7277fe4d3504e7f9d944694bfd52ce2e59593
cites cdi_FETCH-LOGICAL-b4965-676df16cd7467281a8c64bee67bc7277fe4d3504e7f9d944694bfd52ce2e59593
container_end_page 105
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container_start_page 105
container_title BMC research notes
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creator Bigna, Jean Joel R
Fonkoue, Loic
Tchatcho, Manuela Francette F
Dongmo, Christelle N
Soh, Dorothée M
Um, Joseph Lin Lewis N
Sime, Paule Sandra D
Affana, Landry A
Woum, Albert Ruben N
Noumegni, Steve Raoul N
Tabekou, Alphonce
Wanke, Arlette M
Taffe, Herman Rhais K
Tchoukouan, Miriette Linda N
Anyope, Kevin O
Ella, Stephane Brice E
Mouaha, Berny Vanessa T
Kenne, Edgar Y
Mbessoh, Ulrich Igor K
Tchapmi, Adrienne Y
Tene, Donald F
Voufouo, Steve S
Zogo, Stephanie M
Nouebissi, Linda P
Satcho, Kevine F
Tchoumo, Wati Joel T
Basso, Moise Fabrice
Tcheutchoua, Bertrand Daryl N
Agbor, Ako A
description It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value 
doi_str_mv 10.1186/1756-0500-7-105
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No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value &lt; 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. 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This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. 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No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value &lt; 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. 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Medical Complete (Alumni)</collection><collection>ProQuest Biological Science Collection</collection><collection>Health &amp; Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Biological Science Database</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>BMC research notes</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bigna, Jean Joel R</au><au>Fonkoue, Loic</au><au>Tchatcho, Manuela Francette F</au><au>Dongmo, Christelle N</au><au>Soh, Dorothée M</au><au>Um, Joseph Lin Lewis N</au><au>Sime, Paule Sandra D</au><au>Affana, Landry A</au><au>Woum, Albert Ruben N</au><au>Noumegni, Steve Raoul N</au><au>Tabekou, Alphonce</au><au>Wanke, Arlette M</au><au>Taffe, Herman Rhais K</au><au>Tchoukouan, Miriette Linda N</au><au>Anyope, Kevin O</au><au>Ella, Stephane Brice E</au><au>Mouaha, Berny Vanessa T</au><au>Kenne, Edgar Y</au><au>Mbessoh, Ulrich Igor K</au><au>Tchapmi, Adrienne Y</au><au>Tene, Donald F</au><au>Voufouo, Steve S</au><au>Zogo, Stephanie M</au><au>Nouebissi, Linda P</au><au>Satcho, Kevine F</au><au>Tchoumo, Wati Joel T</au><au>Basso, Moise Fabrice</au><au>Tcheutchoua, Bertrand Daryl N</au><au>Agbor, Ako A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences</atitle><jtitle>BMC research notes</jtitle><addtitle>BMC Res Notes</addtitle><date>2014-02-24</date><risdate>2014</risdate><volume>7</volume><issue>1</issue><spage>105</spage><epage>105</epage><pages>105-105</pages><artnum>105</artnum><issn>1756-0500</issn><eissn>1756-0500</eissn><abstract>It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value &lt; 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students and this correlation is weak.</abstract><cop>England</cop><pub>BioMed Central Ltd</pub><pmid>24564911</pmid><doi>10.1186/1756-0500-7-105</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record>
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1756-0500
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subjects Academic achievement
Achievement
Adolescent
Analysis
Cross-Sectional Studies
Education, Medical - methods
Entrance examinations
Female
Humans
Learning
Linear Models
Male
Medical research
Medical students
Personal Satisfaction
Physiological aspects
Sex Factors
Students, Premedical - psychology
Students, Premedical - statistics & numerical data
Studies
Surveys and Questionnaires
Time Factors
Training
Young Adult
title Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences
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