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Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model

The transition into the clinical environment is challenging and associated with significant stress and anxiety. This study aimed to examine the perspectives of students on the characteristics important for preparedness for clinical learning and the influence of gender, age, and graduate status on th...

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Autores principales: Saadeh, Khalil, Aitken, Joanna B., Paramasivam, Sharmini Julita, Cockcroft, Peter, Jeevaratnam, Kamalan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8118455/
https://www.ncbi.nlm.nih.gov/pubmed/33983962
http://dx.doi.org/10.1371/journal.pone.0249669
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author Saadeh, Khalil
Aitken, Joanna B.
Paramasivam, Sharmini Julita
Cockcroft, Peter
Jeevaratnam, Kamalan
author_facet Saadeh, Khalil
Aitken, Joanna B.
Paramasivam, Sharmini Julita
Cockcroft, Peter
Jeevaratnam, Kamalan
author_sort Saadeh, Khalil
collection PubMed
description The transition into the clinical environment is challenging and associated with significant stress and anxiety. This study aimed to examine the perspectives of students on the characteristics important for preparedness for clinical learning and the influence of gender, age, and graduate status on those perspectives. This descriptive, questionnaire-based study of 62 characteristics categorised into six themes was conducted within the Surrey School of Veterinary Medicine completed by 139 students commencing their final clinical year. The Friedman test and post-hoc Wilcoxon signed rank sum test explored for differences in ranking across the themes. Ordinal logistic regression and Mann-Whitney U pairwise comparisons were utilised to investigate for effects of gender, age, and graduate status on theme ranking. There was a significant difference (P <0.05) between medians for themes of preparedness characteristics with comparisons revealing willingness and communication and interaction as the most highly rated characteristics. Knowledge and understanding were viewed as the least important characteristic. Regression and pairwise Mann-Whitney U comparisons confirmed no significant effects (P >0.05) of gender, age or graduate status on student rating of preparedness characteristics. Integrating learning opportunities of those preparedness characteristics in the pre-clinical curriculum may improve students’ preparedness for the clinical environment.
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spelling pubmed-81184552021-05-24 Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model Saadeh, Khalil Aitken, Joanna B. Paramasivam, Sharmini Julita Cockcroft, Peter Jeevaratnam, Kamalan PLoS One Research Article The transition into the clinical environment is challenging and associated with significant stress and anxiety. This study aimed to examine the perspectives of students on the characteristics important for preparedness for clinical learning and the influence of gender, age, and graduate status on those perspectives. This descriptive, questionnaire-based study of 62 characteristics categorised into six themes was conducted within the Surrey School of Veterinary Medicine completed by 139 students commencing their final clinical year. The Friedman test and post-hoc Wilcoxon signed rank sum test explored for differences in ranking across the themes. Ordinal logistic regression and Mann-Whitney U pairwise comparisons were utilised to investigate for effects of gender, age, and graduate status on theme ranking. There was a significant difference (P <0.05) between medians for themes of preparedness characteristics with comparisons revealing willingness and communication and interaction as the most highly rated characteristics. Knowledge and understanding were viewed as the least important characteristic. Regression and pairwise Mann-Whitney U comparisons confirmed no significant effects (P >0.05) of gender, age or graduate status on student rating of preparedness characteristics. Integrating learning opportunities of those preparedness characteristics in the pre-clinical curriculum may improve students’ preparedness for the clinical environment. Public Library of Science 2021-05-13 /pmc/articles/PMC8118455/ /pubmed/33983962 http://dx.doi.org/10.1371/journal.pone.0249669 Text en © 2021 Saadeh et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Saadeh, Khalil
Aitken, Joanna B.
Paramasivam, Sharmini Julita
Cockcroft, Peter
Jeevaratnam, Kamalan
Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
title Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
title_full Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
title_fullStr Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
title_full_unstemmed Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
title_short Student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
title_sort student perspectives of preparedness characteristics for clinical learning within a fully distributed veterinary teaching model
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8118455/
https://www.ncbi.nlm.nih.gov/pubmed/33983962
http://dx.doi.org/10.1371/journal.pone.0249669
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