Survey analysis of clinical practice among first-year medical and dental students at the Medical Faculty, University of Ljubljana
DOI:
https://doi.org/10.6016/ZdravVestn.3456Keywords:
survey, clinical practice, medicine, dental medicine, clinical mentor, SloveniaAbstract
Background: The introduction of clinical practice in the initial years of study means strengthening early contact with the patient and the opportunity for clinical mentors to be actively involved in the learning process. The study aimed to assess how the students assessed the fulfillment of the set learning goals and to present an analysis of the quantitative and qualitative evaluations of the lessons of the first generation of first-year students of medicine and dental medicine regarding the mandatory clinical practice in the academic year 2021/22.
Methods: We conducted an anonymous survey among first-year medical and dental students at the end of their clinical practice in the academic year 2021/22. It consisted of closed-type questions with a Likert-type scale with a rating from 1 to 5 and open-ended questions. We analyzed quantitative data using descriptive statistics and the Mann-Whitney test for two independent samples; qualitative data was collected using a descriptive analysis of the students’ descriptive answers received.
Results: The survey was completed by 304 students (100% response), of which 245 were medical students (80.6%) and 59 (19.4%) were dental students. The number of female students was 271, representing 71.4% of the participants. Students reported that the learning objectives were fully met. They were mainly satisfied with the acquisition of clinical and emergency medical skills. Dental medicine students rated this part significantly lower (Mann-Whitney 8689.5; p =0.009). The best-rated course part was the practice in the clinical environment, which was evaluated with a median score of 5 (interquartile range 0). The students evaluated their clinical mentors very positively; as many as 288 (94.7%) students would definitely recommend their mentors to their colleagues.
Conclusions: Students rated clinical practice in the first study year as a very positive experience. Clinical mentors were generally given the highest score. Therefore, the importance of their role in the education of medical and dental students was recognized. The next step will be the legislative recognition of clinical mentor status.
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