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A multicenter study: how do medical students perceive clinical learning climate?

Nilufer Demiral Yilmaz1, Serpil Velipasaoglu2, Sema Ozan2

  • 1Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey.

Medical Education Online
|September 20, 2016
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Medical students perceive the clinical learning climate differently across rotations. Physical Therapy and Rehabilitation rotations were rated most favorably, while General Internal Medicine rotations were perceived least positively.

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clinical learning climatelearning climatemedical studentsmulti-center study

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Area of Science:

  • Medical Education
  • Student Learning Environments
  • Healthcare Professions Education

Background:

  • The student-instructor relationship significantly impacts the learning climate.
  • Measuring the multifaceted concept of learning climate presents challenges.
  • Understanding student perceptions is key to improving educational experiences.

Purpose of the Study:

  • To assess medical students' perceptions of the clinical learning climate.
  • To identify variations in clinical learning climate perceptions based on student and rotation characteristics.

Main Methods:

  • A cross-sectional study involving 3,097 medical students from six Turkish medical schools.
  • Data collected using the 36-item Clinical Learning Climate Scale (CLCS) with subscales for environment, emotion, and motivation.
  • Utilized a 5-point Likert scale for item scoring.

Main Results:

  • Response rates were 69.67% for trainees and 51.47% for interns.
  • The overall mean CLCS score was 117.20±17.19.
  • Physical Therapy and Rehabilitation rotations received the highest scores (137.77), while General Internal Medicine rotations received the lowest (104.31).
  • Significant differences in perceptions were noted based on trainee/intern characteristics, rotation type (internal medicine/surgical), and perceived success.

Conclusions:

  • Clinical learning climate is influenced by instructors, training programs, student interactions, and motivation.
  • Key components include clinical teachers, training, student engagement, self-realization, mood, motivation, and institutional commitment.
  • These factors should be prioritized in efforts to enhance the clinical learning climate in medical schools.