What Learning Resource Persons do Clinical Medical Students Prefer?

This article was migrated. The article was marked as recommended. Introduction Nowadays, clinical medical students need to find suitable learning resource persons to cope with knowledge and develop their skills. Resource persons include faculties, residents, peers or each individual medical students' self-study. The aim of this study was to compare the differences perspectives and give feedback to stakeholders for learning achievements. Methods 142 medical students answer 5-rating scale questionnaire including 6 aspects; knowledge acquired, accuracy of information, clinical skills, active learning stimulation, comfortable learning environment and time consuming which each had 4 question. Statistical analysis was compared outcomes between groups of resource person by using one-way ANOVA and exploratory factor analysis (EFA). Results Simulation of active learning was greatly impacted by faculties (component matrix 0.793) with self-study in the second place (component matrix 0.781). Peers got least impact in acquiring knowledge (component matrix 0.707) but was greatly impacted on clinical skill (component matrix 0.717). Self-study had least impact on clinical skill (component matrix 0.521). Learning with residents and self-study had greatest impact on comfortable learning environment (component matrix 0.813, 0.809 respectively). Peers had highest impact as the learning resource who consumed least time in learning (component matrix 0.858) and accuracy of information (component matrix 0.784). Faculties had lowest impact on accuracy of information (component matrix 0.506). There were significant different average student perspective scores from multiple resources learning (p-value 0.01). In general, students mostly favored learning with residents while faculties got second place; however, there was insignificant differences between peers and self-study. Conclusion Residents were the most favored learning resource because they had more experiences and knowledge than peers and had small age gap with students, thus students felt more comfortable to discuss. In addition, faculties, peers and self-study were important as they could still stimulate medical students to develop other important skills (communication skill, clinical skill and stress management).