Volume 10, Issue 4 (Winter 2024)
DSME 2024, 10(4): 214-225 |
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Research code: ۴۰۲۰۰۰۱۵۰
Ethics code: IR.JUMS.REC.1403.002
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Shafa S, Sajadi F, Kalani N, Taheri L, Sanie Jahromi M S. The lifelong Learning Skills of Medical Students of Jahrom University of Medical Sciences, Iran. DSME 2024; 10 (4) :214-225
URL: http://dsme.hums.ac.ir/article-1-465-en.html
URL: http://dsme.hums.ac.ir/article-1-465-en.html
Department of Anesthesiology, Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran.
Abstract: (394 Views)
Background Currently, universities are considered as key places for the development of lifelong learning. This study aims to investigate the lifelong learning skills of medical students from Jahrom University of Medical Sciences (JUMS).
Methods This descriptive cross-sectional study was conducted in 2024 on 94 medical students, externs and interns at JUMS. The data collection tools included a demographic form and a lifelong learning scale. Analysis was done in SPSS software, version 21 using descriptive and inferential statistics. The significance level was set at P<0.05.
Results The mean score of lifelong learning was 1.84±0.37, which is below the average level. Among the dimensions of lifelong learning, the dimensions of professors and facilities had the highest and lowest scores, respectively. The results showed that the mean total score of lifelong learning and the scores of its dimensions including professors, assessment methods, and facilities were significantly higher in in male students than female students (P<0.05). Regarding the dimensions of lifelong learning, it was found that students with higher grade point average had significantly higher goals (r=0.246, P=0.038).
Conclusion The lifelong learning skills of the JUMS students in overall and in its dimensions (except for the dimensions of professors and goals) are lower than the average level.
Methods This descriptive cross-sectional study was conducted in 2024 on 94 medical students, externs and interns at JUMS. The data collection tools included a demographic form and a lifelong learning scale. Analysis was done in SPSS software, version 21 using descriptive and inferential statistics. The significance level was set at P<0.05.
Results The mean score of lifelong learning was 1.84±0.37, which is below the average level. Among the dimensions of lifelong learning, the dimensions of professors and facilities had the highest and lowest scores, respectively. The results showed that the mean total score of lifelong learning and the scores of its dimensions including professors, assessment methods, and facilities were significantly higher in in male students than female students (P<0.05). Regarding the dimensions of lifelong learning, it was found that students with higher grade point average had significantly higher goals (r=0.246, P=0.038).
Conclusion The lifelong learning skills of the JUMS students in overall and in its dimensions (except for the dimensions of professors and goals) are lower than the average level.
Type of Study: Orginal |
Subject:
Special
Received: 2023/07/7 | Accepted: 2023/09/25 | Published: 2024/01/1
Received: 2023/07/7 | Accepted: 2023/09/25 | Published: 2024/01/1
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