Article Sidebar

PDF
Date Published: 26/02/2024
Online Published: 26/02/2024
Abstract Views: 235
Views PDF: 260
DOI: https://doi.org/10.58490/ctump.2024i71.2112
Issue
No. 71 (2024)
Section
Article
How to Cite
Nguyen, T. N. T., Au, T. P. D., Le, P. H. K., Tran, N. N. T., Thai, T. T. T., Ngo, P. T., Pham, T. Y. N., Tran, V. D., & Pham, K. A. T. (2024). EVALUATING FINAL-YEAR MEDICAL STUDENTS’ SATISFACTION WITH CLINICAL TEACHING ACTIVITIES. Cantho Journal of Medicine and Pharmacy, 71, 54-60. https://doi.org/10.58490/ctump.2024i71.2112

EVALUATING FINAL-YEAR MEDICAL STUDENTS’ SATISFACTION WITH CLINICAL TEACHING ACTIVITIES

Thi Ngoc Truc Nguyen1, Thi Phuong Dung Au1, Phan Hoang Kha Le1, Nguyen Ngoc Thanh Tran1, Thi Thu Thao Thai1, Phuong Thao Ngo1, Truong Yen Nhi Pham1, Van De Tran1, Kieu Anh Tho Pham1,
1 Can Tho University of Medicine and Pharmacy

Main Article Content

Abstract

Background: Clinical teaching activities are a prerequisite for comprehensive development in medical students, enabling them to acquire extensive knowledge, skills, and clinical experience. Objectives: To determine the satisfaction rate of final-year medical students with the clinical content, learning environment, and interaction between faculty and students in clinical teaching activities at Can Tho University of Medicine and Pharmacy. Can Tho University of Medicine and Pharmacy offer clinical education. Materials and methods: A cross-sectional descriptive study was conducted, analyzing data from 385 final-year medical students from the 43rd and 33rd cohorts in the academic year 2022-2023 at Can Tho University of Medicine and Pharmacy. Results: Regarding clinical content, theoretical teaching during clinical rotations had the highest satisfaction rate, with 252 students (65.5% at agree and strongly agree on levels). Regarding the learning environment, the highest satisfaction rate was found in personalized patient care and treatment, with 258 students (67% at agree and strongly agree levels). Regarding the interaction between teachers and students, the highest satisfaction rate was observed in the interaction between guiding teachers and students, with 262 students (68.5% at agree and strongly agree levels). Conclusion: The satisfaction rate of final-year medical students with clinical teaching activities is high. It is essential to sustain and improve these results to support students' comprehensive development in knowledge and clinical skills, ultimately enhancing the quality of graduates.

Article Details

Keywords

Final-year medical students, satisfaction, clinical teaching activities

References

1. Ziaee, Vahid; Ahmadinejad, Zahra; Morravedji, Ali Reza. An evaluation on medical students’ satisfaction with clinical education and its effective factors. Medical Education Online. 2004. 9(1), doi: 10.3402/meo.v9i.4365.
2. Ngô Thị Dung, Nguyễn Thị Thanh Trúc, Bùi Thị Thanh Thảo, Lê Thị Thủy, Nguyễn Thị Thùy Trang và Nguyễn Bách Xuyên. Khảo sát môi trường thực tập lâm sàng của sinh viên điều dưỡng
Trường Đại học y dược Cần Thơ. Tạp chí Y Dược học Cần Thơ. 2021. (39), 98-105.
3. Huynh, Hong T. P.; WINDSOR, Carol. The Concepts of Social Space and Social Value: An Interpretation of Clinical Nursing Practice in Vietnam. Global Qualitative Nursing Research. 2022. 9, https://doi.org/10.1177/23333936211070267.
4. Mai, T. Y., Nguyễn, T. T. H., Vũ, T. M. P., Đặng, T. H., & Trần, T. T. M.. Một số yếu tố liên quan đến sự hài lòng của sinh viên điều dưỡng sau học thực hành mô phỏng tại Trung tâm thực hành Tiền lâm sàng Trường Đại học Điều dưỡng Nam Định. Tạp Chí Khoa học Điều dưỡng. 2020. 3(1), 05–12.
5. Serwah, A. A., et al. Assessment of the level of satisfaction of final year’s medical students with the clinical training at taif teaching hospitals, KSA. J Contemp Med Edu. 2015. 3(2), 64-71.
6. Truong, Thi Hue. Vietnamese nursing students' perceptions of their clinical learning environment: A cross-sectional survey. Queensland University of Technology. 2015.
7. Öhman, Eva, et al. Adaptation and validation of the instrument clinical learning environment and supervision for medical students in primary health care. BMC Medical Education. 2016. 16(1), 1-8, doi: 10.1186/s12909-016-0809-8.
8. Temesgen, M. H., Girma, Y., Dugo, T., Azeze, G., Dejen, M., Deres, M., & Janakiraman, B..
Factors influencing student’s satisfaction in the physiotherapy education program. Advances in Medical Education and Practice. 2021. 9(12), 133-140, doi: 10.2147/AMEP.S289134.
9. Park, Y., Chun, K., & Kwon, M.. Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice. Korean Journal of Medical Education. 2021. 33(1), 27-36. doi: 10.3946/kjme.2021.184.
10. Van Der Zwet, J., et al. Workplace learning in general practice: supervision, patient mix and independence emerge from the black box once again. Medical teacher. 2010. 32(7), e294-e299, doi: 10.3109/0142159X.2010.489128.