PERCEPTION OF THE EDUCATIONAL ENVIRONMENT BY MEDICAL STUDENTS AT POLTAVA STATE MEDICAL UNIVERSITY

Іntroduction. The educational environment comprises a complex set of external factors essential for a successful educational process, fostering conditions for personal growth and development. The study of the educational environment is a priority for higher education institutions globally due to its significant impact on learning outcomes and overall student success. The purpose of this study is to analyze indicators of students’ perception of the educational environment at Poltava State Medical University among those pursuing second-level (Master's) education. Materials and Methods. Materials and Methods. This study analyzes the results of a survey conducted among 220 students in their 1st to 3rd years of the second (Master's) level of higher education at Poltava State Medical University. A questionnaire consisting of 93 questions was developed to examine medical students’ adaptation to learning and the factors influencing their choices. The questionnaire incorporated the Johns Hopkins Learning Environment Scale and the Medical School Learning Environment Scale. The survey was conducted using Google Forms (https://docs.google.com/forms), and the results were processed using Google Sheets and MS Office 2019. Statistical significance was set at p < 0.05. Results. According to the Spielberg-Hanin subscale of situational anxiety, the mean score of the participants was 53.44 [51.0–56.0], while the mean score for reactive anxiety was 51.77 ± 0.44. The combined scores for situational and reactive anxiety in women averaged 106.91 [105.0–129.0], and in men, 106.0 [99.0–113.0] (p < 0.0001); no significant differences were found between medical and dental students for these scales (p = 0.7145). Respondents rated their overall perception of the educational environment as 1.0 [0–1.0]. A weak correlation was observed between their perception of the educational environment and scores on the situational anxiety scale (ρ = 0.13; p = 0.0048). No correlation was found with reactive anxiety scores (ρ = -0.016; p = 0.78), the Johns Hopkins Learning Environment Scale (R = -0.02; p = 0.88), or the Medical School Learning Environment Scale (R = -0.16; p = 0.18). Gender differences were not observed on the Johns Hopkins Learning Environment Scale (U = 4774, p = 0.24). However, on the Medical School Learning Environment Scale, the average score was higher for women (0.46 ± 0.04) compared to men (0.44 ± 0.06) (U = 2.272, p = 0.0262). A moderate correlation was identified between the Johns Hopkins Learning Environment Scale and the Medical School Learning Environment Scale (R = 0.73; p < 0.05). Conclusion. The scales are relevant and reliable tools for assessing medical students’ perception of the educational environment, particularly in terms of satisfaction with the psychological microclimate of learning. Evaluating medical students’ perception of the educational environment should consider gender, age, and social and living conditions.