A cross-sectional study of basic education influence on the clinical training: Attitudes and perception among Jordanian medical students

Abstract

Background Over the past century, the medical educational model has been static with no significant improvement. Studies show that students are leaning towards a more active, dynamic, learner-centered education model that fits their needs and encourages them to be more responsible for their learning. Thus, we conducted this study to investigate Jordanian medical students' perceptions and attitudes towards the value of basic sciences in their clinical training. Methodology This was a cross-sectional study that utilized an online, self-administered questionnaire targeting medical students in their clinical years. The questionnaire comprises 5 domains targeting students' perceptions, attitudes, and suggestions of the medical educational system in general and basic sciences in specific. Results Overall, 578 medical students completed the survey with a male to female ratio of 0.7, and 56% of participants studied were studying at Mutah University, while 42% were at the University of Jordan. Approximately three-fourth (73.9%) of the students reported that basic medical sciences are critical to their development as physicians. Approximately, 82% believe that it is vital to integrate the clinical practice into basic science teaching. Besides, 82.4% of students agreed that faculty members' teaching style influences the educational content's delivery at the basic level. Moreover, 73% of students lean towards the inclusion of problem-based learning into their curriculums. On the other hand, 41.7% of students reject basic science questions in their written clinical exams. Conclusion Our study highlights the positive attitudes of Jordanian medical students towards basic medical sciences. It also demonstrates that students are more comfortable with an active and dynamic educational model that fits their needs and qualifications. Thus, we recommend a student-centered medical educational model trail to maximize learning and teaching efficiency and develop competent medical practitioners.

Impact of psychological safety and inclusive leadership on online learning satisfaction: the role of organizational support

“…Educational institutions must prioritize creating a supportive environment that values students' contributions, offers necessary resources, and nurtures their emotional well-being (Y. C. . Institutions that focus on enhancing perceived organizational support are likely to observe increased levels of student satisfaction, resulting in a more positive and enriching online learning experience (Aborajooh et al, 2020). Continuous efforts to improve support mechanisms and demonstrate genuine care for students can significantly enhance overall student satisfaction in online education, ensuring their success and fulfillment throughout their learning journey (Linda and Reddy, 2014).…”

“…The hypothesis delves into the idea that perceived organizational support is a moderator, influencing the relationship between psychological safety, inclusive leadership, learner-learner interaction, and student satisfaction in online education settings. The level of support students perceive from their educational institution shapes how psychological safety, inclusive leadership, and learner-learner interaction affect their satisfaction with the learning process (Aborajooh et al, 2020).…”

Physics For Medical Colleges: Proposing An Extended Syllabus

“…Another element that reduces the interest of students in premedical years is the fact that science-centric questions were eliminated from medical board exams as USMLE Step 1 [5]. The solution to this lies in educating the medical faculty in clinical years on the importance of integrating the basic sciences with clinical sciences as described in the basic plus clinical' medical model by Flexner [6] A study by Aborajooh et al [7] showed that the subject which is remembered most of the basic sciences was physiology. Physiology is the study of how biological systems act at the molecular, cellular and organ system level.…”

Usefulness of Clinical Lectures in First Two Years of Integrated Teaching; Student’s Perspective

“…In 1910 Flexner described 'basic plus clinical' model based on the concept that knowledge and understanding of basic sciences determines decision making power and sound clinical reasoning of physician. 2 This traditional method of medical teaching includes lectures, teacher cantered teaching methodology, tutorials, little or no group discussion. In each subject knowledge is imparted restricted to one part of course in particular time of period with no communication between faculty members of basics as well as clinical subjects.…”

“…1,3 Another study was done in Jordan, 2020 by utilizing online, self-administered questionnaire comprised of 5 domains targeting student's perceptions, attitudes and suggestions about integrated medical education system generally concluded that importance of basic medical sciences cannot be ignored but integrated system is more functional. 2 Another study was also done at two medical institutions of Rawalpindi and Islamabad in 2021 with integrated and traditional education system respectively. After written informed consent paper format DREEM questionnaire was administered to study integrated versus traditional education system and later had more positive reviews.…”