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Table 2 Percent of study participants who responded positively to questions on the learning environment, by type of education program

From: How well does pre-service education prepare midwives for practice: competence assessment of midwifery students at the point of graduation in Ethiopia

Perceptions TVET programs University programs (n = 148) All programs (n = 484) P-value
Post-basic (n = 119) Direct entry (n = 217) All TVET (n = 336) TVET post-basic versus direct entry All TVET versus university
Classroom resources and learning        
  Classroom learning resources were   available and helpful 60.5 49.8 53.6 21.6 43.8 0.038 <0.001
  Number of instructors was adequate 55.5 51.2 52.7 20.9 43.0 0.260 <0.001
  Instructors were effective in   facilitating learning 64.7 68.2 67.0 31.8 56.2 0.297 <0.001
  Instructors were fair and unbiased   in assessing learning 79.8 74.2 76.2 47.3 67.4 0.152 <0.001
Skills learning lab resources and learning        
  Skills lab resources were available   and helpful 38.7 37.3 37.8 6.8 28.3 0.450 <0.001
  Number of skills lab assistants   was adequate 33.6 41.0 38.4 7.4 28.9 0.112 <0.001
  Skill lab assistants were effective   in supporting students 52.9 59.4 57.1 16.2 44.6 0.150 <0.001
Clinical resources and learning        
  Number of preceptors in practicum sites   was adequate 36.1 22.1 27.1 8.8 21.5 0.004 <0.001
  Clinical teachers and preceptors were   available during the scheduled time   and supported students 28.6 20.7 23.5 9.5 19.2 0.070 <0.001
  Practical experience was sufficient to   master midwifery competencies 54.6 61.8 59.2 27.7 49.6 0.124 <0.001
  1. Note: Students responded to questions using a three-point scale: yes, partially, and no. Only “yes” responses are reported here