Volume 19, Issue 2 (Summer 2024)
jmed 2024, 19(2): 824-835 |
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Fallah H, Ershad Sarabi R, Salajegheh M, Basiri Moghadam M, Hajipour M. The Relationship Between Clinical Education Status and Academic Motivation of Clinical-Stage Medical Students at Gonabad University of Medical Sciences. jmed 2024; 19 (2) :824-835
URL: http://jmed.ssu.ac.ir/article-1-1467-en.html
URL: http://jmed.ssu.ac.ir/article-1-1467-en.html
Hashem Fallah 
, Roghaye Ershad Sarabi * , Mahla Salajegheh , Mahdi Basiri Moghadam , Maryam Hajipour
, Roghaye Ershad Sarabi * , Mahla Salajegheh , Mahdi Basiri Moghadam , Maryam Hajipour
Kerman University of Medical Sciences, Kerman, Iran , a.ershadsarabi@gmail.com
Abstract: (222 Views)
Introduction: Motivation in education and learning are significant challenges in clinical education. This study aimed to determine the relationship between clinical education status and academic motivation among clinical-stage medical students Gonabad University of Medical Sciences.
Method: This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests.
Results: The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454).
Conclusion: Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university.
Method: This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests.
Results: The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454).
Conclusion: Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university.
Type of Study: Research |
Subject:
Medical Education
Received: 2024/01/23 | Accepted: 2024/08/13 | Published: 2024/09/25
Received: 2024/01/23 | Accepted: 2024/08/13 | Published: 2024/09/25
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