Abstract
Clerkships would benefit from teachers’ improved understanding of the didactic aspects of their task. The purpose of this study is to identify factors that determine the teaching quality of clerkships and to examine the predictive value of these factors for students’ global satisfaction. Thus, results would be further reflected to clinical teachers’ tasks. These factors could then be taken into account in future clinical teaching. In this paper, a medical faculty’s 2 year data set of student feedback from a systematic programme evaluation project was used. A factor analysis was performed on 11,780 student questionnaires. Factor loads, and the Cronbach’s alpha coefficients of the questionnaire and factors were calculated. In order to examine the contributions of the factors to the students’ global satisfaction, the study included a multivariate stepwise regression analysis. The analysis revealed four factors, which together explained 60.24% of the variance: Structure & Process (44.66%); Time (5.8 %); Outcome (5.35%) and Input (4.39%). The Structure & Process factor was found to be the best predictor of students’ global satisfaction (R 2 = .537). Our conclusion is that “efforts to improve clerkship quality should focus on students’ learning processes and clerkship structure”.
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Acknowledgements
We are thankful to our Ege University Faculty of Medicine staff and students for their contribution to this study and Ms Helen Moran for improving the text. HID provided the original idea for this study and wrote the manuscript. KV contributed to data collection and analysis. JvD and CvdV provided support, guidance and amendments to the manuscript.
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Durak, H.İ., Vatansever, K., van Dalen, J. et al. Factors determining students’ global satisfaction with clerkships: an analysis of a two year students’ ratings database. Adv in Health Sci Educ 13, 495–502 (2008). https://doi.org/10.1007/s10459-007-9061-7
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DOI: https://doi.org/10.1007/s10459-007-9061-7