Alfakhry Ghaith, Mustafa Khattab, Jazayerli Bashar, Alhomsi Khaled, Jamous Issam
Education Quality and Scientific Research Office, Al-Sham Private University, Damascus, Damascus Governorate, N/A, Syria.
Faculty of Dental Medicine, Damascus University, Damascus, Damascus Governorate, N/A, Syria.
MedEdPublish (2016). 2023 Jul 31;13:24. doi: 10.12688/mep.19564.2. eCollection 2023.
In Syria, specialist dentists undergo five years of undergraduate education and four years of postgraduate education. In the latter, students engage in treating complex cases as part of their professional training. This study aimed to obtain in-depth qualitative understanding of the clinical learning environment at Damascus University Faculty of Dental Medicine, Syria. Semi-structured interviews were held with eight postgraduate dental students at Damascus University Faculty of Dental Medicine. The faculty has eight clinical departments; therefore, a single participant was purposively sampled from each department. The male-female ratio of the eight interviewed participants was 1:1. All interviews were conducted between 26 April 2020 and 8 January 2021. Data was analyzed inductively using reflective thematic analysis. Pragmatic saturation was discussed during the analysis and the authors made an interpretative judgement to stop data collection at the eighth interview. Major themes which emerged covered different aspects of the clinical learning environment such as clinical training, social interaction and assessment procedures. Faculty's negligence of their teaching duties was one of the most recurrent themes. In clinical training and due to faculty inaccessibility, students had to rely on themselves or their senior peers in training. The social climate was perceived negatively and assessment was described as unfair and biased. The findings of this study showcased the continuing deterioration of the clinical learning environment at Damascus University. It is hoped that these findings will encourage decision makers to introduce a comprehensive reform that addresses the curriculum, teaching practices and assessment procedures in clinical professional training.
在叙利亚，专科牙医需要接受五年的本科教育和四年的研究生教育。在研究生阶段，学生们要处理复杂病例，作为其专业培训的一部分。本研究旨在深入了解叙利亚大马士革大学牙医学院的临床学习环境。研究人员对大马士革大学牙医学院的八名牙科研究生进行了半结构化访谈。该学院有八个临床科室，因此从每个科室有目的地抽取了一名参与者。接受访谈的八名参与者的男女比例为1:1。所有访谈均在2020年4月26日至2021年1月8日期间进行。采用反思性主题分析法对数据进行归纳分析。分析过程中讨论了实用饱和度问题，作者做出解释性判断，在第八次访谈后停止数据收集。出现的主要主题涵盖了临床学习环境的不同方面，如临床培训、社交互动和评估程序。教师忽视教学职责是最常出现的主题之一。在临床培训中，由于教师难以联系上，学生们不得不依靠自己或高年级的同行进行培训。社会氛围被认为是负面的，评估被描述为不公平和有偏见。本研究结果表明，大马士革大学的临床学习环境在持续恶化。希望这些研究结果能促使决策者进行全面改革，解决临床专业培训中的课程设置、教学实践和评估程序等问题。
