Clinical learning environments across two different healthcare settings using the undergraduate clinical education environment measure

BMC Medical Education

Research

Lisa Jackson¹  Nusrat Khan²  Samuel B. Ho²  Adrian G Stanley²  Jeyaseelan Lakshmanan²  Hani TS Benamer²  Catherine Kellett²  Laila Alsuwaidi²  Alawi Alsheikh-Ali² 

[1] Brunel Medical School, College of Health, Medicine and Life Sciences, Brunel University London, London, UK;College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, PO Box 505055, United Arab Emirates Building 14, Dubai Healthcare City, Dubai, UAE;

关键词: Clinical learning environments;    Undergraduate Clinical Education Environment measure;    Undergraduate medical students;    Private Health Sector;    Public Health Sector;   

DOI  :  10.1186/s12909-023-04467-y

 received in 2023-02-09, accepted in 2023-06-21,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundThe clinical placements of our medical students are almost equally distributed across private and public sectors. This study aims to assess medical students’ perceptions of their Clinical learning Environment (CLE) across these two different healthcare settings, using the Undergraduate Clinical Education Environment Measure (UCEEM).Methods76 undergraduate medical students (Year 5 and 6), were invited to participate. Data were collected using an online UCEEM with additional questions related to demographics and case load exposure. The UCEEM consists of two overarching domains of experiential learning and social participation, with four subdomains of learning opportunities, preparedness, workplace interaction, and inclusion.Results38 questionnaires were received. Of 225 responses to the individual UCEEM items, 51 (22.6%) scored a mean of ≥ 4 (range 4-4.5, representing strong areas), 31 (13.7%) scored a mean of ≤ 3 (range 2.1-3, needing attention) and 143 (63.6%) scored a mean of 3.1–3.9 (areas that could be improved). The majority (63%) of the case load exposure responses scored a mean of ≥ 4 (range 4-4.5). Compared to the private sittings, there is a significant reduction in total UCEEM (p = 0.008), preparedness for student entry (p = 0.003), and overarching dimension of social participation (p = 0.000) scores for the public sector. Similarly, both workplace interaction patterns and student inclusion and equal treatment scored significantly lower for the public sector (p = 0.000 and p = 0.011 respectively). Two out of three case load exposure items scored significantly higher for the public sector (p = 0.000).DiscussionThe students’ CLE perceptions were generally positive. The lower UCEEM ratings in the public sector items were related to student entry preparedness, workplace interactions, student inclusiveness and workforce equity of treatment. In contrast the students were exposed to more variety and larger number of patients in the public sector. These differences indicated some significantly different learning environments between the two sectors.

【 授权许可】

CC BY   
© The Author(s) 2023