Studying Problems Facing New Integrated Program Students at Benha Faculty of Medicine | ||||
| Benha Medical Journal | ||||
| Article 378, Volume 40, Special issue (Academic), September and October 2023, Page 82-93 PDF (717.2 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/bmfj.2023.179029.1724 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Eman Mahmoud Shebl; Sohad Abdelaziz Mostafa; Omayma Mahmoud Hassan; Omnia Mohammed Anwer; Maha Ahmed Mohamed Abuelkher 
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| Community, Environmental and Occupational Medicine Department, Faculty of Medicine, Benha University, Benha, Egypt | ||||
| Abstract | ||||
| Background: Medical professionals around the world are tasked with the responsibility of graduating well-educated and competent graduate medical student. This desired outcome can be achieved by ensuring satisfactory academic performance and academic success. Aim: is to assess the relationship between academic problems and academic performance among the new integrated system students at Benha Faculty of Medicine. Method: an observational cross-sectional study was conducted on 318 medical students at Benha Faculty of Medicine using a self-administered questionnaire that consists of socio-demographic, the academic problems facing students and the reasons for the attendance or absence of students' theoretical and practical lecture. Results: Among the academic problems, there were highly statistical significant differences between the studied groups at 2nd, 3rd and 4th levels- regarding academic problems related to professor and academic problems related to courses (P=0.001). Also, there were statistical significant differences between the studied groups at different levels regarding practical part (P=0.003) and academic problems related to equipment (P=0.03). There were highly statistical significant differences between the studied groups achieved different academic performance (GPA) regarding academic problems related to professor (P=0.001), courses (P=0.002) and exams (P=0.01). Regarding the correlation between lecture attendance and academic performance (GPA), There was statistical significant strong positive relationship between theoretical and practical lecture, attendance and academic performance (GPA) (p=0.001). Conclusions: There was statistical significant strong positive relationship between theoretical and practical lecture, attendance and academic performance (GPA). | ||||
| Keywords | ||||
| Academic; Integrated; Performance; Problems | ||||
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