Background: Despite the expansion of the physiotherapy program over the past decade in Ethiopia, there is modest knowledge of the extent of physiotherapy students’ satisfaction. This study was conducted at the Department of physiotherapy, University of Gondar in Ethiopia.
Purpose: The objective of this study was to assess the satisfaction of students with the teaching and learning process and to identify the factors influencing course satisfaction amongst physiotherapy students. This questionnaire survey investigated the effects of demographic variables, perceptions of satisfaction, and education-related parameters on the level of student satisfaction with their educational experience.
Methods: An institutional-based cross-sectional study was conducted by recruiting entry-level physiotherapy students during 2018. Data were collected from a sample of 173 physiotherapy students using structured and validated self-administered Students Satisfaction Questionnaires. Logistic regression model was used to identify factors significantly associated with student satisfaction in the teaching and learning process.
Results: Out of 173 participants, most of them 112 (64.7%) were male and the majority of them (37%) were third-year students. The overall student satisfaction was 33.1% for all categories. Awareness about physiotherapy education before enrolling into the physiotherapy educational program (AOR 6.3, 95% CI: 2.2– 17.8), year of study (AOR 0.12, 95% CI: 0.02– 0.67) and availability of classroom furniture (AOR 0.05, 95% CI: 0.04– 0.66) were statistically significant associated factors for student satisfaction.
Conclusion: The overall student’s satisfaction on the learning and teaching process was low, in particular, the satisfaction for the clinical training is also below par, which is a major concern. Area of intervention and endorsements identified by this study was information about physiotherapy before joining the university, course duration, and availability of the classroom furniture. The efforts to raise physiotherapy student satisfaction in Ethiopia shall focus on creating awareness of the physiotherapy education program at the pre-college level and improving classroom facilities in the first place.



中文翻译：

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影响学生对物理治疗教育项目满意度的因素

背景：尽管过去十年在埃塞俄比亚扩大了物理治疗项目，但人们对物理治疗学生的满意度知之甚少。这项研究是在埃塞俄比亚贡达尔大学物理治疗系进行的。
目的：本研究的目的是评估学生对教学和学习过程的满意度，并确定影响物理治疗学生课程满意度的因素。该问卷调查调查了人口统计变量、满意度感知和教育相关参数对学生对其教育经历的满意度水平的影响。
方法：通过在 2018 年招募入门级理疗学生进行了一项基于机构的横断面研究。使用结构化和经过验证的自我管理的学生满意度问卷从 173 名理疗学生的样本中收集数据。Logistic回归模型用于识别与教学过程中学生满意度显着相关的因素。
结果：在 173 名参与者中，其中 112 名 (64.7%) 是男性，其中大多数 (37%) 是三年级学生。所有类别的学生总体满意度为 33.1%。参加物理治疗教育计划之前对物理治疗教育的认识（AOR 6.3，95% CI：2.2-17.8），学习年份（AOR 0.12，95% CI：0.02-0.67）和教室家具的可用性（AOR 0.05，95%） CI：0.04–0.66）是学生满意度的统计学显着相关因素。
结论：整体学生对学与教过程的满意度较低，尤其是对临床培训的满意度也低于标准，这是一个主要问题。本研究确定的干预和认可领域是关于加入大学之前的物理治疗、课程持续时间和教室家具的可用性的信息。提高埃塞俄比亚理疗学生满意度的努力应侧重于在大学前水平提高对理疗教育计划的认识，并首先改善教室设施。