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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.

SUBMITTER: Aborajooh E

PROVIDER: S-EPMC7688991 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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

Aborajooh Emad E Al-Taher Raed R Tarboush Nafez Abu NA Al-Ani Abdallah A Qasem Nuha N Ababneh Saleh S Ababneh Ghadeer G Al-Ahrash Asma A Al-Saeedi Bashayer B Al-Husaini Shahed S Bucheeri Amina A

Annals of medicine and surgery (2012) 20201115

<h4>Background</h4>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.<h4>Methodology</h4>This was ...[more]

PMID: 33294174

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Project description:BackgroundAn increase in the demand for general practitioners is expected in many countries, but only a minority of medical students consider a career in general practice. More detailed and up-to-date knowledge about medical student's perception of general practice would be helpful for efforts to encourage medical students to consider a career in general practice.MethodsWe performed a cross-sectional single center survey among Dutch medical students to evaluate their perception of general practice at three different stages in their study: Ba1: first-year bachelor students; Ba3: third-year bachelor students; Ma3: third-year master students. The impact of different factors on their attitudes and perceptions was quantified. A multivariate logistic regression was performed with 'interest in general practice' as the outcome variable.ResultsThe median age for Ba1 was 18 (IQR: 18-19) and 71.5% were female, for Ba3 the median age was 20 (IQR: 20-21) and 70.6% were female and for Ma3 the median age was 25 years (IQR: 24-26) and 73.3% were female. On average, 31.2% of the respondents had a migration background. The mean response rate for this study was 77.1%. Of the participating Ba1 students (n = 340) only 22.4% considered working as a GP after medical school; for Ba3 students (n = 231) this percentage was 33.8%, and for Ma3 students (n = 210) it was significantly higher at 70.5%; in the final multivariate model this corresponded to an odds ratio (OR) of 4.3 (95%-CI:2.6-6.9) compared to Ba1 students. The strongest predictor in the final model was the opinion that general practice provides a pleasant working environment (OR 9.5; 95%-CI: 6.2-14.5).ConclusionThis study showed that multiple factors are significantly related to medical students' interest in general practice. Although students believed that general practice does not have a high status within the medical profession, they acknowledged the social importance and the pleasant working environment of general practice. Knowledge obtained in this study can be used when designing a medical curriculum or a general practice course.

Project description:In self-directed learning environments, students must monitor and assess their learning progress themselves. Formative assessments play a central role as instructional tools to train students in these self-assessment skills. Key to the effectiveness of a formative assessment as a training instrument is the degree of student involvement in the design and implementation of the formative assessment used to train them. Five characteristics are essential to secure a sufficient level of student involvement: (1) congruence (i.e., the tasks of a formative assessment must reflect the instructional content), (2) authenticity (i.e., the tasks of a formative assessment should be related to students' background and study context), (3) consultation (i.e., students should have a say in how their answers are evaluated based on which criteria), (4) transparency (i.e., no "mystery items"-the wording of the items must clearly addresses the targeted content), and (5) accommodation (i.e., all students should have the same chance to complete the items of a formative assessment). These five characteristics of student involvement were used to evaluate the quality of formative assessments that are employed to train undergraduates in a medical school in self-assessment skills. Different from extant approaches that typically rely on instructors' judgments to infer the degree of student involvement, this study uses a paradigm in higher educational research asking students directly about their perceptions of an instructional tool. Thus, here, students had to rate their level of involvement in the design and implementation of the formative assessments used to train them. A total of 140 medical students participated in the study. Multivariate statistical methods were used to analyze the data. The majority of medical students appreciate the use of formative assessments to teach them self-directed learning skills; but the results also show that there is still room for increasing student involvement-especially, for minority students.

Dataset Information

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

Publications

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

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