The Perceptions and Expectations of the Clinical Learning Environment in Saudi Arabia: a Multidisciplinary Study

The clinical learning environment is a fundamental component of healthcare education. In this setting, students can develop the skills and knowledge necessary to become competent and efficient healthcare practitioners. Due to the importance of clinically based education, it is crucial to have a valid and reliable tool to enable its evaluation.

The aim of this study was to use the Clinical Learning Environment Inventory (CLEI) to examine the perceptions of Saudi undergraduate healthcare students regarding their actual and preferred clinical learning environment and explore the differences between the two viewpoints.

A cross-sectional survey design was utilised with a cohort of Saudi undergraduate healthcare students. Data regarding perceptions of the 'actual' and 'preferred' clinical learning environments were gathered with the Clinical Learning Environment Inventory tool.

A total of 194 students participated and nine healthcare disciplines were represented. The highest mean score for both 'actual' and 'preferred' clinical learning environment was for the subscale Task Orientation. Significant differences between 'actual' and 'preferred' environments were demonstrated for Innovation and Individualization, with both subscales scoring higher for the 'preferred' environment. All five subscales-Individualization, Innovation, Involvement, Personalization, and Task Orientation-appear to be important aspects contributing to student satisfaction with their clinical learning environment.

Saudi healthcare students demonstrate a preference for a clinical learning environment with the utilization of new and interesting experiences, as well as recognition and accommodation of student individuality. Additionally, student satisfaction appears to be multifactorial in origin. Therefore, there may be many avenues available to enhance the clinical experiences of healthcare students, which is vitally important for the optimization of clinical learning opportunities.