Challenges to Several Domains of Clinical Training From the Perspective of Anesthesiology Students

Clinical education is a process in which students attend a clinical environment, achievea variety of professional skills, and become prepared to solve patients’ problems. Identifying problems in this domain and resolving them can be of great help in the training of students..
This study was conducted to determine the problems concerning the clinical education of senior under graduate students in anesthesiology at Fasa and Jahrom University of Medical Sciences..
Patients and In this cross-sectional study, 55 senior anesthesiology students were selected from Fasa and Jahrom Universities of Medical Sciences. The data collecting tool was a questionnaire. The questionnaire consisted of two parts: 8 questions concerning demographic characteristics and 63 questions concerning problems of clinical education. The second part was divided into three domains: the clinical environment (21 questions), clinical educators and school policies (31 questions), and two students’ characteristics (11 questions). Data were analyzed using SPSS and descriptive statistics..
The score achieved from all three domains was 67.49%, which indicated the clinical condition as desirable. The scores in the domains of clinical environment, clinical educators, and school policies and student’s characteristics in the viewpoint of students were 57.07%, 71.77%, and 73%, respectively. They indicated average, good, and good conditions, also respectively. The most serious problems of all three domains were: 1) the disproportionate number of students within the physical environment of the operating room (87.3% agreement), 2) lack of balance between theoretical and practical knowledge (56.4% agreement), and 3) the simultaneous presence of medical students and their impact on clinical education (67.3% agreement)..
In general, the clinical training of anesthesia students is in a desirable condition. The large number of students and the lack of space and facilities appeared to be the main causes of concern. To improve the quality of clinical education, increasing the number of clinical education spaces or balancing the number of students is therefore desirable.