@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):21-26
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):21-26
Effective Factors on Satisfaction of Medical Radiation Students from Clinical Training; Babol University of Medical Sciences
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Ataei Gh.R. (1 )Adel Mashhadsari F. (* )
(* ) Medical Radiation Department, Paramedical Faculty, Babol University of Medical Sciences, Babol, Iran
(1 ) Medical Radiation Department, Paramedical Faculty, Babol University of Medical Sciences, Babol, Iran
Correspondence
Article History
Received: October 6, 2014Accepted: January 18, 2015
ePublished: March 15, 2015
ABSTRACT
Aims
The clinical training (Internship) is an essential part of training in the health services fields. This made the students to enhance their range of information and skills. This study was performed to assess the level of satisfaction from clinical training period and the affective factors on its improvement in clinical departments of Babol University of Medical Sciences.
Materials & Methods In this descriptive cross-sectional study in the first semester of 2013-14 education year, 80 clinical students of medical radiation of Babol University of Medical Sciences were selected by census method. Student satisfaction was assessed with a valid and reliable questionnaire. Data were analyzed using SPSS 19 software by Chi-square, ANOVA and Pearson coefficient tests.
Findings The students were most satisfied with instructor partnership in training (82%) and the number and variety of patients (90%) and least satisfied with amenities (13.75%), briefing classes (24%) and low physical space (22.5%). Satisfaction of trainers and satisfaction of clinical training quality had no significant relationships with sex and educational field type (p>0.05). The general satisfaction of clinical training had no significant relationship with the type of training but had a significant relationship with the students score of the training (p<0.05).
Conclusion To improve the quality of clinical training, poor amenities of educational centers and lack of educational space should be removed.
Materials & Methods In this descriptive cross-sectional study in the first semester of 2013-14 education year, 80 clinical students of medical radiation of Babol University of Medical Sciences were selected by census method. Student satisfaction was assessed with a valid and reliable questionnaire. Data were analyzed using SPSS 19 software by Chi-square, ANOVA and Pearson coefficient tests.
Findings The students were most satisfied with instructor partnership in training (82%) and the number and variety of patients (90%) and least satisfied with amenities (13.75%), briefing classes (24%) and low physical space (22.5%). Satisfaction of trainers and satisfaction of clinical training quality had no significant relationships with sex and educational field type (p>0.05). The general satisfaction of clinical training had no significant relationship with the type of training but had a significant relationship with the students score of the training (p<0.05).
Conclusion To improve the quality of clinical training, poor amenities of educational centers and lack of educational space should be removed.
CITATION LINKS
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[12]Abedini S, Abedini S, Aghamolaei T, Jomehzadeh A, Kamjoo A. Clinical education problems: The viewpoints of nursing and midwifery students in Hormozgan University of Medical Sciences. Hormozgan J Med Sci. 2009;12(4):249-53. [Persian]
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[15]Rouzbahani F, Sheykhtaheri A, Farzandipour M, Ranghraz Jeddi F, Mobarak Ghamsari Z. Evaluation of training educator’s performance from point of views of medical record students in Kashan University of Medical Sciences, Iran. Health Inf Manag. 2011;8(2):251-57. [Persian]
[16]Fasihiharandi T, Soltaniarabshahi SK, Tahami SA, Mohammadalizadeh S. Viewpoints of medical students about the quality of clinical education. J Qazvin Univ Med Sci. 2004;30(1):4-9. [Persian]
[17]Hojat M, Montaseri MA, Charkhandaz M. Comparison of the achievement of educational goals of clinical training of the first medical surgical nursing course by fixed and unfixed instructors. J Jahrom Univ Med Sci. 2011;9(1):22-29. [Persian]
[18]Salmani N, Amirian H. Comparsion between nursing students and trainers viewpoints about clinical education environment in Islamic Azad University of Yazd, in the year 2006. J Strides Dev Med Educ. 2006;3(1):11-18. [Persian]
[19]Forbes H. Clinical teachers’ approaches to nursing. J Clin Nurs. 2010;19(5-6):785-93.
[20]Barnsley L, Lyon PM, Ralston SJ, Hibbert EJ, Cunningham I, Gordon FC, et al. Clinical skills in junior medical officers: A comparison of self-reported confidence and observed competence. J Med Educ. 2004;38(4): 358-67.
[21]Aein F, Alhani F, Anoosheh M. The experiences of nursing students, instructors, and hospital administrators of nursing clerkship. Iran J Med Educ. 2010;9(3):191-9. [Persian]
[22]Zamanzad B, Moezzi M, Shirzad H. Rate of satisfaction and evaluation of medical students (interns and externs) from the quality of clinical education in the Shahre-kord university of medical sciences-2005. J Semnan Univ Med Sci. 2007;9(1):13-20. [Persian]
[2]Avizhgan M, Omid A, Dehghani M, Esmaeili A, Asilian A, Akhlaghi MR, et al. Determining minimum skill achievements in advanced clinical Clerkship (Externship) in school of medicine using Logbooks. Iranian J Med Educ. 2010;5(10):543-51. [Persian]
[3]Atack L, Comacu M, Kenny R, Labelle N, Miller D. Student and staff relationships in a clinical practice model: Impact on learning. J Nurs Educ.2000 Dec;39(9):387-92.
[4]Pourmirza Kalhori R, Razaziyan N, Naderipor A, Najafi F, Almasi A, Hasanpour Dehkordi A. Evaluation of students achieve educational goals of clinical medicineat Imam Reza Hospital, Kermanshah during the first semester of study 2007. J Med Sci Kermanshah. 2009;13(4):344-51. [Persian]
[5]Aziz A, Kazi A, Jahangeer A, Fatemi Z. Knowledge and skills in community oriented medical education (COME) self ratings of medical undergraduates in Karachi. J Pak Med Assoc. 2006;56(7): 313-17.
[6]Williams A, Wellard SJ, Bethune E. Assessing Australian undergraduate clinical Learning Collegian. Collegian. 2001;8(4):9-13.
[7]Tanomand A, Niknam F, Abdollazadeh F. Evaluation of environmental barriers in clinical education in viewpoints of instructors and nursing students. J Educ Dev Jondishapour. 2014;5(2):106-13. [Persian]
[8]Sharifi B, Ghafarian Shirazi HR, Momeninejad M, Saniee F, Hashemi N, Jabarnejad A, et al. A survey of the quality and quantity of clinical education from the viewpoint of medical students. J Jahrom Univ Med Sci. 2012;10(2):48-53. [Persian]
[9]Mortazavi SAA, Razmara A. Evaluation of clinical medical students satisfaction from teaching departments, emergency, outpatient centers within hospitals and outpatient centers within the Esfahan University of medical sciences. Iran J Med Educ. 2002;14(3):49-52. [Persian]
[10]Delaram M, Salehiyan T. Productivity in clinical education from the nursing and midwifery students’ viewpoint. Iranian Q Educ Strateg. 2011;4(2):67-71. [Persian]
[11]Dehghani H, Dehghani Kh, Fallahzadeh H. The educational problems of clinical field training based on nursing teachers and last year nursing students view points. Iranian J Med Educ. 2005;5(1):24-33. [Persian]
[12]Abedini S, Abedini S, Aghamolaei T, Jomehzadeh A, Kamjoo A. Clinical education problems: The viewpoints of nursing and midwifery students in Hormozgan University of Medical Sciences. Hormozgan J Med Sci. 2009;12(4):249-53. [Persian]
[13]Saarikoski M, Leino-Kilip H. The clinical learning and supervision by staff nurse: Developing the instrument. Int J Nurs Stud. 2002;39(3):259-67.
[14]Hadizadeh F, Firoozi M, Shamaeyan Razavi N. Nursing and midwifery students perspective on clinical education in Gonabad University of Medical Sciences. Iranian J Med Educ. 2005;5(1):70-8. [Persian]
[15]Rouzbahani F, Sheykhtaheri A, Farzandipour M, Ranghraz Jeddi F, Mobarak Ghamsari Z. Evaluation of training educator’s performance from point of views of medical record students in Kashan University of Medical Sciences, Iran. Health Inf Manag. 2011;8(2):251-57. [Persian]
[16]Fasihiharandi T, Soltaniarabshahi SK, Tahami SA, Mohammadalizadeh S. Viewpoints of medical students about the quality of clinical education. J Qazvin Univ Med Sci. 2004;30(1):4-9. [Persian]
[17]Hojat M, Montaseri MA, Charkhandaz M. Comparison of the achievement of educational goals of clinical training of the first medical surgical nursing course by fixed and unfixed instructors. J Jahrom Univ Med Sci. 2011;9(1):22-29. [Persian]
[18]Salmani N, Amirian H. Comparsion between nursing students and trainers viewpoints about clinical education environment in Islamic Azad University of Yazd, in the year 2006. J Strides Dev Med Educ. 2006;3(1):11-18. [Persian]
[19]Forbes H. Clinical teachers’ approaches to nursing. J Clin Nurs. 2010;19(5-6):785-93.
[20]Barnsley L, Lyon PM, Ralston SJ, Hibbert EJ, Cunningham I, Gordon FC, et al. Clinical skills in junior medical officers: A comparison of self-reported confidence and observed competence. J Med Educ. 2004;38(4): 358-67.
[21]Aein F, Alhani F, Anoosheh M. The experiences of nursing students, instructors, and hospital administrators of nursing clerkship. Iran J Med Educ. 2010;9(3):191-9. [Persian]
[22]Zamanzad B, Moezzi M, Shirzad H. Rate of satisfaction and evaluation of medical students (interns and externs) from the quality of clinical education in the Shahre-kord university of medical sciences-2005. J Semnan Univ Med Sci. 2007;9(1):13-20. [Persian]