Student’s Opinion on Student’s Opinion on “Introduction to clinic” Course “Introduction to clinic” Course

ininBuddhachinaraj HospitalBuddhachinaraj Hospital

School of MedicineSchool of Medicine Rojsanga PRojsanga P

Mankemthong PMankemthong PChatrattanakulchai SChatrattanakulchai S

Pannarunothai SPannarunothai SJariyaJariya Y Y

Faculty of Medicine Naresuan UniversityFaculty of Medicine Naresuan University

Buddhachinaraj Hospital, School of MedicineBuddhachinaraj Hospital, School of Medicine

The Faculty of medicine, Naresuan The Faculty of medicine, Naresuan university medical curriculum for third year university medical curriculum for third year medical students includes  the  course medical students includes  the  course “Introduction to Clinic” to help them get “Introduction to Clinic” to help them get comfortable before facing comfortable before facing real clinical clinical

work with real patients .work with real patients .

A A study  from  Marmara Medicalstudy  from  Marmara Medical School School in Turkey showed  thatin Turkey showed  that

anxiety  anxiety  induced by improperinduced by improper educational educational programs may obstruct the learning pyramid programs may obstruct the learning pyramid

of of the the studentsstudents and may obstruct the integration  of previous and may obstruct the integration  of previous

knowledge from  pre-clinical study to clinical  knowledge from  pre-clinical study to clinical  study.study.

A study of the medical  students at

Buddhachinaraj Hospital also showed that

Students were not satisfied with the learning activity

And suggested further study in detail  in order to  improve the learning activities.

We believe that proper management of the course, to satisfy the needs of the

students may yield a better understanding of how to learn during clinical years and

how to learn better.

The   objective   was to explore students’ opinions  of  the education program

provided in the “Introduction to clinic” course.

The method was a cross-sectional study byThe method was a cross-sectional study by

survey questionnaires. survey questionnaires.

Questionnaires were  sent  to  the fourth, fifth  Questionnaires were  sent  to  the fourth, fifth 

and sixth year  medical students who had and sixth year  medical students who had

experienced the same type of educationalexperienced the same type of educational

   program in Buddhachinaraj  Hospital, School of program in Buddhachinaraj  Hospital, School of

Medicine, and were still learning at the hospital.Medicine, and were still learning at the hospital.

Table 1: Table 1: Detail of the respondersDetail of the responders

StudentStudent

MaleMale FemaleFemale TotalTotal

NN %% NN %% NN %%

44 th th

55 th th

66 thth

totaltotal

2323

1919

1010

5252

19.819.8

16.416.4

8.68.6

44.844.8

2626

2626

1212

6464

22.422.4

22.422.4

10.410.4

55.255.2

4949

4545

2222

116116

42.242.2

38.838.8

19.019.0

100%100%

Table 2Table 2: Student’s opinion on lecture: Student’s opinion on lecture

Student’s opinion on lectureStudent’s opinion on lecture Agree Agree

%%

Not agreeNot agree

%%

Satisfied with the lectureSatisfied with the lecture 51.751.7 48.348.3

Had studied before classHad studied before class 37.937.9 62.162.1

Had reviewed learning contents Had reviewed learning contents after classafter class

47.547.5 52.552.5

Table 3: Table 3: Student’s preference for Student’s preference for

learning modes learning modes

Student’s preferenceStudent’s preference AgreeAgree %%

Lecture aloneLecture alone

Interactive learningInteractive learning

Self directed learningSelf directed learning

OtherOther

TotalTotal

3030

7777

66

33

116116

25.825.8

66.466.4

5.25.2

2.62.6

100100

Table 4:Table 4: Student’s preference on instructor : student Student’s preference on instructor : student

ratio in small group practice ratio in small group practice

TopicTopicinstructor : student ratioinstructor : student ratio

1:20(%)1:20(%) 1:10(%)1:10(%) 1:5(%)1:5(%) Other(%)Other(%)

History and PE History and PE

Basic clinical SkillBasic clinical Skill

Cardiovascular SystemCardiovascular System

Respiratory SystemRespiratory System

Abdominal ExaminationAbdominal Examination

Neurological SystemNeurological System

Obstetric & GynecologicObstetric & Gynecologic

Pediatric ExaminationPediatric Examination

Basic Surgical Skill Basic Surgical Skill

11.211.2

1.71.7

0.90.9

1.91.9

1.71.7

00

00

0.90.9

00

17.317.3

15.515.5

11.211.2

1.71.7

15.515.5

16.416.4

10.310.3

31.931.9

18.118.1

69.869.8

82.882.8

87.087.0

94.994.9

81.181.1

82.782.7

85.485.4

66.366.3

78.578.5

1.71.7

00

0.90.9

1.71.7

1.71.7

0.90.9

4.34.3

0.90.9

3.43.4

Table 5:Table 5: Student’s opinion on practiceStudent’s opinion on practice

Student’s opinion on practiceStudent’s opinion on practice AgreeAgree

%%

Not agreeNot agree

%%

Interest in the lessonInterest in the lesson

Practice after classPractice after class

62.962.9

26.726.7

37.137.1

73.273.2

Table 6: Table 6: Student’s opinion on timing ofStudent’s opinion on timing of course organization course organization

ChoiceChoice %%

Study parallel with other subjectsStudy parallel with other subjects

Study as separated blockStudy as separated block

39.739.7

60.360.3

DiscussionDiscussion

The conventional mode of learning which is The conventional mode of learning which is teacher-centered will not gain client teacher-centered will not gain client

satisfaction anymore.satisfaction anymore.

The students preferred interactive learning The students preferred interactive learning because it is more exciting and they had because it is more exciting and they had

more opportunities for discussion.more opportunities for discussion.

They  had   experienced so much of theThey  had   experienced so much of the

conventional method of  education during conventional method of  education during

high school and pre-clinical yearshigh school and pre-clinical years

That That they had no self-directed learning   they had no self-directed learning  

skills and did not study before  or after skills and did not study before  or after

classes.classes.

TThese  students’  opinions  reflect their  hese  students’  opinions  reflect their 

emotionally based needs and emotionally based needs and not their not their

real needs.real needs.

It is still   It is still   important  important  for for adadministratorsministrators

    to pay  attention  to theto pay  attention  to them and to develop m and to develop

new learningnew learning programs programs  to  to meet meet what what

students’ need.students’ need.

Learning in parallel with other subjects Learning in parallel with other subjects seems to be an important factor because seems to be an important factor because examinations in other subjects may examinations in other subjects may interfere with the students’ concentration.interfere with the students’ concentration.

Many new medical curriculums adopt the Many new medical curriculums adopt the concept of early exposure to clinical concept of early exposure to clinical

learning.learning. That lets medical students That lets medical students work with patients work with patients

beginningbeginning in the first or second year of  the in the first or second year of  the curriculum, in order tocurriculum, in order to familiarize them familiarize them

with patients.with patients. Administrators must takeAdministrators must take these factors into these factors into

considerationconsideration..

ConclusionConclusion

Medical students preferred interactive Medical students preferred interactive learning, practical learning in small learning, practical learning in small

groups of 5 and want to learn in separate groups of 5 and want to learn in separate course.course.

These satisfaction modes These satisfaction modes should be should be considered when organizing these considered when organizing these

courses.courses.

Thanks for your attention