An evaluation study of the didactic quality of clerkships

Authors:
Publisher website
Google Scholar
Abstract
Context: Previous qualitative research at the University of Antwerp revealed dissatisfaction amongst medical students about clinical clerkships. Objective: To use quantitative methods to further explore student perceptions of their clinical teaching. Method, sample and setting: Monthly questionnaire administered to final‐year medical students at the University of Antwerp, Belgium. Results: The response rate was 83.9%. Many of the qualitative findings were reproduced. Educational resources were not optimally used. The junior doctor was the most important clinical teacher. Many activities were passive experiences. Coaching, feedback and supervision associated most with general satisfaction of the clerkship, however, these dimensions were often considered suboptimal. Conclusions: Clinical clerkships do not automatically provide an ideal learning environment for medical students.