The Final Step to Becoming a Physician: Interns’ Educational and Working Environment

Özan, Sema; Timbil, Sevgi; Bilgin, Ahmet Can; Şemin, Salih Semih

doi:10.15390/eb.2015.4240

Cited by 1 publication

(1 citation statement)

References 40 publications

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“…The training program during the internship period is less structured. Interns comply with working conditions of the rotations where they receive their training and they are ‘residents’ who often feel as if they are in the lower rungs of the hierarchy ( 39 ). Because the job description changes from one clinical rotation to another and standards used for achievement evaluation are inadequate, students face uncertainty and experience high levels of anxiety during internship.…”

Section: Discussionmentioning

confidence: 99%

A multicenter study: how do medical students perceive clinical learning climate?

Yilmaz

Velipaşaoğlu

Özan

et al. 2016

Medical Education Online

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BackgroundThe relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students’ perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables.MethodsMedical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree).ResultsThe response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success.ConclusionThe results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students’ interactions in clinical settings, self-realization, mood, students’ intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

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Section: Discussionmentioning

confidence: 99%