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Students Opinion on Introduction to clinic Course in Buddhachinaraj Hospital School of Medicine Rojsanga P Mankemthong P Chatrattanakulchai S Pannarunothai.

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Presentation on theme: "Students Opinion on Introduction to clinic Course in Buddhachinaraj Hospital School of Medicine Rojsanga P Mankemthong P Chatrattanakulchai S Pannarunothai."— Presentation transcript:

1 Students Opinion on Introduction to clinic Course in Buddhachinaraj Hospital School of Medicine Rojsanga P Mankemthong P Chatrattanakulchai S Pannarunothai S Jariya Y Faculty of Medicine Naresuan University Buddhachinaraj Hospital, School of Medicine

2 The Faculty of medicine, Naresuan university medical curriculum for third year medical students includes the course Introduction to Clinic to help them get comfortable before facing clinical work with real patients. The Faculty of medicine, Naresuan university medical curriculum for third year medical students includes the course Introduction to Clinic to help them get comfortable before facing real clinical work with real patients.

3 A study from Marmara Medical School in Turkey showed that anxiety induced by improper educational programs may obstruct the learning pyramid of the students anxiety induced by improper educational programs may obstruct the learning pyramid of the students and may obstruct the integration of previous knowledge from pre-clinical study to clinical study. and may obstruct the integration of previous knowledge from pre-clinical study to clinical study.

4 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.

5 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.

6 The objective was to explore students opinions of the education program provided in the Introduction to clinic course.

7 The method was a cross-sectional study by survey questionnaires. The method was a cross-sectional study by survey questionnaires. Questionnaires were sent to the fourth, fifth and sixth year medical students who had experienced the same type of educational Questionnaires were sent to the fourth, fifth and sixth year medical students who had experienced the same type of educational program in Buddhachinaraj Hospital, School of Medicine, and were still learning at the hospital. program in Buddhachinaraj Hospital, School of Medicine, and were still learning at the hospital.

8 Table 1: Detail of the responders Student MaleFemaleTotal N%N%N% 4 th 5 th 6 th total2319105219.816.48.644.82626126422.422.410.455.249452211642.238.819.0100%

9 Table 2 : Students opinion on lecture Students opinion on lecture Agree% Not agree % Satisfied with the lecture 51.748.3 Had studied before class 37.962.1 Had reviewed learning contents after class 47.552.5

10 Table 3: Students preference for learning modes Students preference Students preferenceAgree % Lecture alone Interactive learning Self directed learning OtherTotal 30776311625.866.45.22.6100

11 Table 4: Students preference on instructor : student ratio in small group practice Topic instructor : student ratio 1:20(%)1:10(%)1:5(%)Other(%) History and PE Basic clinical Skill Cardiovascular System Respiratory System Abdominal Examination Neurological System Obstetric & Gynecologic Pediatric Examination Basic Surgical Skill 11.21.70.91.91.7000.9017.315.511.21.715.516.410.331.918.169.882.887.094.981.182.785.466.378.51.700.91.71.70.94.30.93.4

12 Table 5: Students opinion on practice Students opinion on practice Students opinion on practiceAgree% Not agree % Interest in the lesson Practice after class 62.926.737.173.2

13 Table 6: Students opinion on timing of course organization Choice Choice% Study parallel with other subjects Study as separated block 39.760.3

14 Discussion

15 The conventional mode of learning which is teacher-centered will not gain client satisfaction anymore. The conventional mode of learning which is teacher-centered will not gain client satisfaction anymore. The students preferred interactive learning because it is more exciting and they had more opportunities for discussion. The students preferred interactive learning because it is more exciting and they had more opportunities for discussion.

16 They had experienced so much of the They had experienced so much of the conventional method of education during high school and pre-clinical years That they had no self-directed learning That they had no self-directed learning skills and did not study before or after classes. classes.

17 These students opinions reflect their These students opinions reflect their emotionally based needs and not their real needs. It is still important for administrators It is still important for administrators to pay attention to them and to develop to pay attention to them and to develop new learning programs to meet what students need.

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

19 Many new medical curriculums adopt the concept of early exposure to clinical learning. Many new medical curriculums adopt the concept of early exposure to clinical learning. That lets medical students work with patients beginning in the first or second year of the curriculum, in order tofamiliarize them with patients. That lets medical students work with patients beginning in the first or second year of the curriculum, in order to familiarize them with patients. Administrators must take these factors into consideration. Administrators must take these factors into consideration.

20 Conclusion

21 Medical students preferred interactive learning, practical learning in small groups of 5 and want to learn in separate course. Medical students preferred interactive learning, practical learning in small groups of 5 and want to learn in separate course. These satisfaction modes should be considered when organizing these courses. These satisfaction modes should be considered when organizing these courses.

22 Thanks for your attention


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