Tesfaye Tinsae Shemelise, Alemu Wagaye, Mekonen Tadesse
Public Health Department, College of Medicine and Health Science, Dilla University, Dilla, Ethiopia.
Food Science and Nutrition Directorate, Ethiopian Public Health Institute, Addis Ababa, Ethiopia.
Adv Med Educ Pract. 2020 Feb 19;11:131-137. doi: 10.2147/AMEP.S235823. eCollection 2020.
The dynamic and uncertain nature of the healthcare environment requires competent health professionals to manage the changing environment. However, globally and regionally there is a shortage of competent health professionals. Understanding the causes of poor performance of healthcare is crucial to provide high-quality healthcare service. So this study aims to assess perceived clinical competence and associated factors among undergraduate medicine and health science students at Dilla University, medical and health Science College.
Institutional-based cross-sectional study was conducted among 267 students. Initially, departments were stratified, then simple random sample was used to select students. A 2 days of training was given for data collectors and supervisors. Data were entered into Epi-info version 7 and analyzed using Stata version 12. Logistic regression analysis was used to assess associated factors of clinical competency.
A total of 267 students participated in this study. The majority of students were males 197 (73.8%) and more than half of the participants 186 (69.7%) were in the age group of 20 to 24 years. The study found only 39.3%, 95% CI (33.3, 44.9) of the participants perceived themselves as clinically competent. This study also identified instructor provided constructive feedback (AOR= 2.12, 95% CI =1.164-3.861), instructor orientation about assessment method (AOR=1.855 95% CI =1.03-3.408) and staff encouragement during clinical practice (AOR= 2.608, 95% CI= 1.425-4.77) were statistically significant factors.
In this study, perceived clinical competency was 39%. Teachers should give constructive feedback to their students to boost their confidence and ability. Furthermore, nationally there should be standard and clear assessment methods in which teachers, school administrators and responsible stakeholders should briefly explain assessment methods to their students and it also needs an action to improve the interaction between staff and students.
医疗环境的动态性和不确定性要求有能力的卫生专业人员应对不断变化的环境。然而，全球和地区都缺乏有能力的卫生专业人员。了解医疗服务表现不佳的原因对于提供高质量的医疗服务至关重要。因此，本研究旨在评估迪拉大学医学与健康科学学院本科医学和健康科学专业学生的临床能力认知及相关因素。
对267名学生进行了基于机构的横断面研究。首先对各系进行分层，然后使用简单随机抽样选择学生。对数据收集者和监督员进行了为期2天的培训。数据录入Epi-info 7版本，并使用Stata 12版本进行分析。采用逻辑回归分析评估临床能力的相关因素。
共有267名学生参与了本研究。大多数学生为男性，有197名（73.8%），超过一半的参与者186名（69.7%）年龄在20至24岁之间。研究发现，只有39.3%（95%置信区间为33.3%至44.9%）的参与者认为自己具备临床能力。本研究还确定，教师提供建设性反馈（调整后比值比[AOR]=2.12，95%置信区间=1.164至3.861）、教师对评估方法的指导（AOR=1.855，95%置信区间=1.03至3.408）以及临床实习期间工作人员的鼓励（AOR=2.608，95%置信区间=1.425至4.77）是具有统计学意义的因素。
在本研究中，临床能力认知率为39%。教师应给予学生建设性反馈，以增强他们的信心和能力。此外，国家应制定标准且明确的评估方法，教师、学校管理人员和相关利益攸关方应向学生简要解释评估方法，还需要采取行动改善工作人员与学生之间的互动。
