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Student’s Opinion on Student’s Opinion on “Introduction to clinic” Course “Introduction to clinic” Course
ininBuddhachinaraj HospitalBuddhachinaraj Hospital
School of MedicineSchool of Medicine Rojsanga PRojsanga P
Mankemthong PMankemthong PChatrattanakulchai SChatrattanakulchai S
Pannarunothai SPannarunothai SJariyaJariya Y Y
Faculty of Medicine Naresuan UniversityFaculty of Medicine Naresuan University
Buddhachinaraj Hospital, School of MedicineBuddhachinaraj Hospital, School of Medicine
The Faculty of medicine, Naresuan The Faculty of medicine, Naresuan university medical curriculum for third year university medical curriculum for third year medical students includes the course medical students includes the course “Introduction to Clinic” to help them get “Introduction to Clinic” to help them get comfortable before facing comfortable before facing real clinical clinical
work with real patients .work with real patients .
A A study from Marmara Medicalstudy from Marmara Medical School School in Turkey showed thatin Turkey showed that
anxiety anxiety induced by improperinduced by improper educational educational programs may obstruct the learning pyramid programs may obstruct the learning pyramid
of of the the studentsstudents and may obstruct the integration of previous and may obstruct the integration of previous
knowledge from pre-clinical study to clinical knowledge from pre-clinical study to clinical study.study.
A study of the medical students at
Buddhachinaraj Hospital also showed that
Students were not satisfied with the learning activity
And suggested further study in detail in order to improve the learning activities.
We believe that proper management of the course, to satisfy the needs of the
students may yield a better understanding of how to learn during clinical years and
how to learn better.
The objective was to explore students’ opinions of the education program
provided in the “Introduction to clinic” course.
The method was a cross-sectional study byThe method was a cross-sectional study by
survey questionnaires. survey questionnaires.
Questionnaires were sent to the fourth, fifth Questionnaires were sent to the fourth, fifth
and sixth year medical students who had and sixth year medical students who had
experienced the same type of educationalexperienced the same type of educational
program in Buddhachinaraj Hospital, School of program in Buddhachinaraj Hospital, School of
Medicine, and were still learning at the hospital.Medicine, and were still learning at the hospital.
Table 1: Table 1: Detail of the respondersDetail of the responders
StudentStudent
MaleMale FemaleFemale TotalTotal
NN %% NN %% NN %%
44 th th
55 th th
66 thth
totaltotal
2323
1919
1010
5252
19.819.8
16.416.4
8.68.6
44.844.8
2626
2626
1212
6464
22.422.4
22.422.4
10.410.4
55.255.2
4949
4545
2222
116116
42.242.2
38.838.8
19.019.0
100%100%
Table 2Table 2: Student’s opinion on lecture: Student’s opinion on lecture
Student’s opinion on lectureStudent’s opinion on lecture Agree Agree
%%
Not agreeNot agree
%%
Satisfied with the lectureSatisfied with the lecture 51.751.7 48.348.3
Had studied before classHad studied before class 37.937.9 62.162.1
Had reviewed learning contents Had reviewed learning contents after classafter class
47.547.5 52.552.5
Table 3: Table 3: Student’s preference for Student’s preference for
learning modes learning modes
Student’s preferenceStudent’s preference AgreeAgree %%
Lecture aloneLecture alone
Interactive learningInteractive learning
Self directed learningSelf directed learning
OtherOther
TotalTotal
3030
7777
66
33
116116
25.825.8
66.466.4
5.25.2
2.62.6
100100
Table 4:Table 4: Student’s preference on instructor : student Student’s preference on instructor : student
ratio in small group practice ratio in small group practice
TopicTopicinstructor : student ratioinstructor : student ratio
1:20(%)1:20(%) 1:10(%)1:10(%) 1:5(%)1:5(%) Other(%)Other(%)
History and PE History and PE
Basic clinical SkillBasic clinical Skill
Cardiovascular SystemCardiovascular System
Respiratory SystemRespiratory System
Abdominal ExaminationAbdominal Examination
Neurological SystemNeurological System
Obstetric & GynecologicObstetric & Gynecologic
Pediatric ExaminationPediatric Examination
Basic Surgical Skill Basic Surgical Skill
11.211.2
1.71.7
0.90.9
1.91.9
1.71.7
00
00
0.90.9
00
17.317.3
15.515.5
11.211.2
1.71.7
15.515.5
16.416.4
10.310.3
31.931.9
18.118.1
69.869.8
82.882.8
87.087.0
94.994.9
81.181.1
82.782.7
85.485.4
66.366.3
78.578.5
1.71.7
00
0.90.9
1.71.7
1.71.7
0.90.9
4.34.3
0.90.9
3.43.4
Table 5:Table 5: Student’s opinion on practiceStudent’s opinion on practice
Student’s opinion on practiceStudent’s opinion on practice AgreeAgree
%%
Not agreeNot agree
%%
Interest in the lessonInterest in the lesson
Practice after classPractice after class
62.962.9
26.726.7
37.137.1
73.273.2
Table 6: Table 6: Student’s opinion on timing ofStudent’s opinion on timing of course organization course organization
ChoiceChoice %%
Study parallel with other subjectsStudy parallel with other subjects
Study as separated blockStudy as separated block
39.739.7
60.360.3
DiscussionDiscussion
The conventional mode of learning which is The conventional mode of learning which is teacher-centered will not gain client teacher-centered will not gain client
satisfaction anymore.satisfaction anymore.
The students preferred interactive learning The students preferred interactive learning because it is more exciting and they had because it is more exciting and they had
more opportunities for discussion.more opportunities for discussion.
They had experienced so much of theThey had experienced so much of the
conventional method of education during conventional method of education during
high school and pre-clinical yearshigh school and pre-clinical years
That That they had no self-directed learning they had no self-directed learning
skills and did not study before or after skills and did not study before or after
classes.classes.
TThese students’ opinions reflect their hese students’ opinions reflect their
emotionally based needs and emotionally based needs and not their not their
real needs.real needs.
It is still It is still important important for for adadministratorsministrators
to pay attention to theto pay attention to them and to develop m and to develop
new learningnew learning programs programs to to meet meet what what
students’ need.students’ need.
Learning in parallel with other subjects Learning in parallel with other subjects seems to be an important factor because seems to be an important factor because examinations in other subjects may examinations in other subjects may interfere with the students’ concentration.interfere with the students’ concentration.
Many new medical curriculums adopt the Many new medical curriculums adopt the concept of early exposure to clinical concept of early exposure to clinical
learning.learning. That lets medical students That lets medical students work with patients work with patients
beginningbeginning in the first or second year of the in the first or second year of the curriculum, in order tocurriculum, in order to familiarize them familiarize them
with patients.with patients. Administrators must takeAdministrators must take these factors into these factors into
considerationconsideration..
ConclusionConclusion
Medical students preferred interactive Medical students preferred interactive learning, practical learning in small learning, practical learning in small
groups of 5 and want to learn in separate groups of 5 and want to learn in separate course.course.
These satisfaction modes These satisfaction modes should be should be considered when organizing these considered when organizing these
courses.courses.
Thanks for your attention
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