Document Type : Original Article
Authors
- . Seyede Mahboobeh Hosseini
- . Seyed Mehdi Pourafzali
- . Hadi Raeisi Shahraki
- . Majid Kabiri
- . Najmeh Rostami
Department of Epidemiology and Biostatistics, School of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
Abstract
BACKGROUND: Improving the quality of clinical education requires continuous review of the current
situation, identifying strengths, and correcting weaknesses. This study aimed to investigate the
association 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 internship
students of Shahrekord University of Medical Sciences, using the consensus method. The data
collection tools included standard questionnaires such as Herman’s Academic Motivation, Clinical
Education Quality, Maslach Modified Academic Burnout, Pham and Taylor Academic Achievement,
Satisfaction of Educational Welfare Facilities. Data were analyzed using SPSS (ver. 22) software
and 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 female
and 87 (62.1%) were single. Mean± SD of academic motivation and quality of clinical education
were 81.51± 8.73 and 28/99± 11/52 respectively. Also, the Mean± SD of academic achievement
and academic burnouts were 147/61± 14/94 and 42/37± 10/42 respectively.
RESULTS: Academic motivation had a meaningful and positive relationship with academic
achievement and satisfaction of welfare facilities but a negative correlation with academic burnout.
Also, academic achievement and academic burnout had a negative correlation but a positive
correlation was seen between the quality of clinical education and satisfaction of welfare facilities.
CONCLUSION: Considered the results, recommended improving welfare education facilities by
using up‑to‑date training aids, upgrading educational infrastructure, and employ young staff in the
education office. For improving the quality of clinical education, appropriate educational methods,
conducting developmental assessments continuously, using simulated environments, and improving
students’ motivation.
Keywords
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