. Seyede Mahboobeh Hosseini; . Seyed Mehdi Pourafzali; . Hadi Raeisi Shahraki; . Majid Kabiri; . Najmeh Rostami
Volume 12, Issue 10 , November 2022, , Pages 1-9
Abstract
BACKGROUND: Improving the quality of clinical education requires continuous review of the currentsituation, identifying strengths, and correcting weaknesses. This study aimed to investigate ...
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BACKGROUND: Improving the quality of clinical education requires continuous review of the currentsituation, identifying strengths, and correcting weaknesses. This study aimed to investigate theassociation between academic motivation with quality of clinical education, academic achievement,and burnout.MATERIALS AND METHODS: This cross‑sectional study was done in 2020 on all of the 140 internshipstudents of Shahrekord University of Medical Sciences, using the consensus method. The datacollection tools included standard questionnaires such as Herman’s Academic Motivation, ClinicalEducation Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement,Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) softwareand descriptive statistics (mean, standard deviation, frequency and percentage of frequency),Spearman rank, correlation coefficient and Mann–Whitney and Kruskal–Wallis statistical tests.P < 0.05 is considered statistically significant.FINDINGS: The mean ± SD of age was 25.68±2.03. 86 (61.4%) of the internship were femaleand 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical educationwere 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievementand academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively.RESULTS: Academic motivation had a meaningful and positive relationship with academicachievement and satisfaction of welfare facilities but a negative correlation with academic burnout.Also, academic achievement and academic burnout had a negative correlation but a positivecorrelation was seen between the quality of clinical education and satisfaction of welfare facilities.CONCLUSION: Considered the results, recommended improving welfare education facilities byusing up‑to‑date training aids, upgrading educational infrastructure, and employ young staff in theeducation office. For improving the quality of clinical education, appropriate educational methods,conducting developmental assessments continuously, using simulated environments, and improvingstudents’ motivation.