Amendable challenges and barriers in clinical education from perspectives of surgical technology, anesthesiology students, and Clinical instructors of Mazandaran University of Medical Sciences

Document Type: Original Article

Authors

1 Department of Anesthesiology, Operating room, Faculty of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran

2 MSc Student, Student Research Committee, Faculty of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran

3 Department of Medical-Surgical Nursing and Operating Room, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran

4 Student Research Committee, Faculty of Nursing and Midwifery, Jundishapour University of Medical Sciences, Ahvaz, Iran

5 BSc. Student, Student Research Committee, Faculty of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran

10.22038/fmej.2020.45712.1310

Abstract

Background: Clinical education is the most critical component of surgical technology and anesthesiology student’s education. Therefore, this study was designed to determine the amendable challenges and barriers of clinical education from the viewpoints of operating room and anesthesia students and clinical instructors.
Methods: In this descriptive cross-sectional study, 132 students (surgical technology and anesthesiology) and 17 clinical instructors of Sari Allied School were selected by consensus method. Data collection was performed using the Demographic and researcher-made questionnaire about the amendable challenges and barriers of clinical education. Data were analyzed by SPSS software version 20.
Results: From the viewpoints of students, the most challenge and barrier was “lack of suitable space for clinical education”. Also, the most amendable barriers were “lack of clinical educators”. From the clinical educators’ perspective, the most challenges and barriers to clinical education were respectively; a large number of students in the ward and low motivation of students for teaching.
Conclusion: The challenges and obstacles that can be corrected in clinical education from the perspective of surgical technology and anesthesiology students were the lack of instructors in the clinic. And from the point of view of clinical educators, there were a large number of students in the clinic; however, there was less motivation for students to learn. It is necessary to improve the quality of clinical education in these two fields and improve education.

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