College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, United Arab Emirates Building 14, Dubai Healthcare City, Dubai, PO Box 505055, UAE.
Brunel Medical School, College of Health, Medicine and Life Sciences, Brunel University London, London, UK.
BMC Med Educ. 2023 Jul 5;23(1):495. doi: 10.1186/s12909-023-04467-y.
The clinical placements of our medical students are almost equally distributed across private and public sectors. This study aims to assess medical students' perceptions of their Clinical learning Environment (CLE) across these two different healthcare settings, using the Undergraduate Clinical Education Environment Measure (UCEEM).
76 undergraduate medical students (Year 5 and 6), were invited to participate. Data were collected using an online UCEEM with additional questions related to demographics and case load exposure. The UCEEM consists of two overarching domains of experiential learning and social participation, with four subdomains of learning opportunities, preparedness, workplace interaction, and inclusion.
38 questionnaires were received. Of 225 responses to the individual UCEEM items, 51 (22.6%) scored a mean of ≥ 4 (range 4-4.5, representing strong areas), 31 (13.7%) scored a mean of ≤ 3 (range 2.1-3, needing attention) and 143 (63.6%) scored a mean of 3.1-3.9 (areas that could be improved). The majority (63%) of the case load exposure responses scored a mean of ≥ 4 (range 4-4.5). Compared to the private sittings, there is a significant reduction in total UCEEM (p = 0.008), preparedness for student entry (p = 0.003), and overarching dimension of social participation (p = 0.000) scores for the public sector. Similarly, both workplace interaction patterns and student inclusion and equal treatment scored significantly lower for the public sector (p = 0.000 and p = 0.011 respectively). Two out of three case load exposure items scored significantly higher for the public sector (p = 0.000).
The students' CLE perceptions were generally positive. The lower UCEEM ratings in the public sector items were related to student entry preparedness, workplace interactions, student inclusiveness and workforce equity of treatment. In contrast the students were exposed to more variety and larger number of patients in the public sector. These differences indicated some significantly different learning environments between the two sectors.
我们的医学生临床实习岗位几乎平均分布在私营和公共部门。本研究旨在使用本科临床教育环境量表（UCEEM）评估医学生在这两种不同医疗环境下对临床学习环境（CLE）的看法。
邀请了 76 名本科医学生（五年级和六年级）参加。使用在线 UCEEM 收集数据，并添加了与人口统计学和病例量暴露相关的额外问题。UCEEM 由经验学习和社会参与两个总体领域以及学习机会、准备、工作场所互动和包容四个子领域组成。
共收到 38 份问卷。在对 UCEEM 各个项目的 225 次单独回答中，51 项（22.6%）的平均得分≥4（范围为 4-4.5，代表强项），31 项（13.7%）的平均得分≤3（范围为 2.1-3，需要关注），143 项（63.6%）的平均得分在 3.1-3.9 之间（需要改进的领域）。大多数（63%）的病例量暴露回答的平均得分≥4（范围为 4-4.5）。与私立实习相比，公共部门的 UCEEM 总分（p=0.008）、学生入学准备（p=0.003）和社会参与总维度（p=0.000）得分显著降低。同样，工作场所互动模式以及学生包容和平等待遇得分也显著较低（p=0.000 和 p=0.011）。公共部门有两个病例量暴露项目的得分明显高于私立实习（p=0.000）。
学生对 CLE 的看法普遍较为积极。公共部门 UCEEM 评分较低的项目与学生入学准备、工作场所互动、学生包容性和劳动力公平待遇有关。相比之下，学生在公共部门接触到更多种类和更多数量的患者。这些差异表明两个部门的学习环境存在明显差异。
