بروز افت تحصيلي و عوامل مرتبط با آن در دانشگاه علوم پزشكي لرستان

The prevalence of academic failure and its underlying factors in Lorestan university of medical sciences

مقدمه: افت تحصيلي به معناي عدم موفقيت در تحصيل مي باشد كه در دانشجويان علوم پزشكي از اهميت خاصي برخوردار است و بصورت بحراني تري خود را نشان مي دهد. اين مطالعه به منظور بررسي ميزان افت تحصيلي و عوامل مرتبط با آن در دانشگاه علوم پزشكي لرستان انجام شده است. مواد و روش ها: در اين مطالعه همگروهي، پرونده تحصيلي كليه ورودي هاي 1385 تا 1390 دانشگاه علوم پزشكي لرستان از آموزش كل و معاونت دانشجويي اخذ گرديد و اطلاعات جمعيت شناختي و سوابق آموزشي در يك چك ليست وارد گرديد. افت تحصيلي بر اساس معدل كل نامطلوب، مشروطي، طولاني شدن مدت تحصيل، اخراج و انصراف از تحصيل تعريف گرديد و براي مدل بندي عوامل مرتبط با آن از رگرسيون لوجستيك تحت سطح معناداري 05/0 استفاده شد. يافته ها: بروز تجمعي افت تحصيلي در دانشجويان مورد مطالعه 1/25% بود. درضمن عوامل مرتبط با افت تحصيلي شامل دانشكده محل تحصيل، دوره تحصيلي، مقطع تحصيلي، فاصله بين مقاطع تحصيلي قبلي و فعلي، جنسيت و محل سكونت بوده اند (05/0>P). بين بروز افت تحصيلي و سهميه قبولي ارتباط معناداري مشاهده نگرديد. بحث و نتيجه گيري: مهمترين گروه هاي در معرض خطر شامل دانشجويان دانشكده پزشكي و بهداشت، دانشجويان دوره شبانه، دانشجويان مقطع كارداني و دكتراي حرفه اي، دانشجويان مذكر، دانشجويان داراي فاصله زياد بين مقاطع تحصيلي و دانشجويان ساكن خوابگاه دانشجويي بوده اند؛ لذا پيشنهاد مي گردد تا اين افراد از ابتداي تحصيل به مراكز مشاوره يا اساتيد راهنماي آموزشي معرفي گردند و مورد توجه ويژه قرار گيرند.

Background: Academic failure, conceived of as lack of success in onersquo s education, is of paramount importance for students of medical sciences and it might lead to more acute problems. The present study set out to investigate the prevalence and underlying reasons of academic failure in Lorestan university of medical sciences. Materials and Methods: In this crosssectional study, academic records of all students including graduate, expelled, dropped out and withdrawn students during the academic years of 20062011 were collected from education and student affair center and also, demographic and educational records were entered into a checklist. Inappropriate grade point average, being a provisional student, prolonged graduation, expulsion and dropout were taken into account as academic failure. To model the related effective factors, logistic regression was adopted and significance level was set at 0.05. Results: About 25.1% of the students experienced academic failure. Factors such as department, being selffunded or governmentfunded student, academic grade students are pursuing, the elapsed time between academic grades, gender and location of residence were related to academic failure (p<0.05). It is worth mentioning that no relationship was observed between the academic failure and being accepted based on quota system. Conclusion: The most important at risk groups were students of department of medicine and health, associate or medical doctoral students, selffunded students, students with a considerable time elapsed between their academic grades, male students and students living in dormitory. It is suggested that these students refer to consulting centers of university or educational supervisors and receive particular attention.