Impact of the academic environment in biomedical training
Abstract
Among the aspects that have an impact on the academic environment are: the skills and attitudes of teachers and students, communication between teachers and students, infrastructure, duration of classes and academic load, stressors, support systems, personal safety and leisure time. This document presents the results of an investigation that tries to answer: What aspects of the academic environment affect the biomedical training of students? The objectives are: to identify achievements and perceived difficulties regarding the academic environment by students and teachers, determine if there are significant differences between teachers and students regarding the academic environment and identify the aspects of the academic environment that are significantly related to the biomedical training. It is a cross-sectional, correlational study where questionnaires were applied to 261 students and teachers. A descriptive analysis of means was carried out to identify outstanding variables from the limits of normality. Comparisons were established with a significance level of 0.05. Pearson's criterion of medium to high correlation (0.50-1.00) was used with biomedical training as the dependent variable. In the results, he highlighted that frequently, the academic environment contributes to learning to learn, favors a quality education with equity and inclusion, the mission, vision and values of the Faculty are known, the teacher shows professional experience in the subject taught and, frequently scholarship programs are offered; He highlighted as a difficulty that: excessive hours are frequently perceived, lack of a healthy life and lack of tutorials and advice promoted by teachers. It was observed that there are significant differences between students and teachers regarding the perception of the academic environment. He highlighted that there is a significant relationship between biomedical training and: a quality education with equity and inclusion, training to work collaboratively, teachers who promote communication skills and motivate learning to learn, and an adequate infrastructure.
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