Rojsanga P Mankemthong P Chatrattanakulchai S Pannarunothai S Jariya Y

1. Student’s Opinion on “Introduction to clinic” Course in Buddhachinaraj HospitalSchool of Medicine Rojsanga P Mankemthong P Chatrattanakulchai S Pannarunothai S Jariya Y Faculty of Medicine Naresuan University Buddhachinaraj Hospital, School of Medicine

2. The Faculty of medicine, Naresuan university medical curriculum for third year medical students includes  the  course “Introduction to Clinic” to help them get comfortable before facing real clinical work with real patients .

3. A study  from  Marmara Medical School in Turkey showed  that • anxiety  induced by improper educational programs may obstruct the learning pyramid of the students • and may obstruct the integration  of previous knowledge from  pre-clinical study to clinical  study.

4. A study of the medical  students at Buddhachinaraj Hospital also showed that • Students were not satisfied with the learning activity • And suggested further study in detail  in order to  improve the learning activities.

5. We believe that proper management of the course, to satisfy the needs of the students may yield a better understanding of how to learn during clinical years and how to learn better.

6. The   objective   was to explore students’ opinions  of  the education program provided in the “Introduction to clinic” course.

7. The method was a cross-sectional study bysurvey questionnaires. • Questionnaires were  sent  to  the fourth, fifth  and sixth year  medical students who had experienced the same type of educational   program in Buddhachinaraj  Hospital, School of Medicine, and were still learning at the hospital.

8. Table 1: Detail of the responders

9. Table 2: Student’s opinion on lecture

10. Table 3: Student’s preference for learning modes

11. Table 4:Student’s preference on instructor : student ratio in small group practice

12. Table 5:Student’s opinion on practice

13. Table 6: Student’s opinion on timing of course organization

14. Discussion

15. The conventional mode of learning which is teacher-centered will not gain client satisfaction anymore. • The students preferred interactive learning because it is more exciting and they had more opportunities for discussion.

16. They  had   experienced so much of the conventional method of  education during high school and pre-clinical years • That they had no self-directed learning   skills and did not study before  or after classes.

17. These  students’  opinions  reflect their  emotionally based needs and not their real needs. • It is still   important  for administrators   to pay  attention  to them and to develop new learning programs to meet what students’ need.

18. Learning in parallel with other subjects seems to be an important factor because examinations in other subjects may interfere with the students’ concentration.

19. Many new medical curriculums adopt the concept of early exposure to clinical learning. • That lets medical students work with patients beginningin the first or second year of  the curriculum, in order tofamiliarize them with patients. • Administrators must takethese factors into consideration.

20. Conclusion

21. Medical students preferred interactive learning, practical learning in small groups of 5 and want to learn in separate course. • These satisfaction modes should be considered when organizing these courses.

22. Thanks for your attention