Effective Factors in Clinical Education Quality from the Viewpoints of Operation Room and Anesthesiology Students in Torbat Heydarieh University of Medical Sciences

Clinical education is one of the most important aspects of medical and paramedical student's education and has a determining role in the professional future of these students as well as other professionals in health care. So this study aimed to evaluate the effective factors in the quality of clinical education from the viewpoints of operation room and Anesthesiology students in Torbat Heydarieh University of Medical Sciences.
In this descriptive cross-sectional study, a number of 115 students of operation room and Anesthesiology studying in Torbat Heydarieh university of Medical science in 2015 were selected through convenient sampling in that period of time. The data was collected through a questionnaire consisted of three parts. Part one dealt with demographic characteristics of the participants. Part two was adapted from the valid and reliable Ghorbanian`s questionnaire. Part three was a researcher- made student`s efficacy questionnaire which its validity and reliability were calculated in this study. The mean scores of the evaluated domains were between 0 and 100 and were consequently categorized at three levels: weak, medium and desirable. The collected data was analyzed using descriptive statistics and independent T-tests.
the mean age of the students was 21.69±1.41. The mean scores of the assessed domains were: goals and educational plans (51.03±23.77), Instructor (51.21±26.47), dealing with students (52.85±24.89), educational environment (47.85±0.288), supervision and evaluation (44.76±29.08) and self-efficacy (63.67±20.15). The mean scores of Instructor (55.88±22) and dealing with students (52/5±55.05) were the highest among Operation Room and Anesthesiology students, respectively. There was no significant difference between the two groups regarding the evaluated domains (p=0.25).
The mean scores of goals, Instructor, dealing with students, educational environment, supervision and evaluation, and self-efficacy were in average level. Therefore, educational interventions are recommended to promote educational goals, efficacy of instructors, dealing with students, educational environment and self-efficacy of students in clinical settings.