Examination of students’ perspectives regarding the effectiveness of clinical training: A research endeavor congruent with social responsibility
Clinical education is a fundamental component of medical training. This study examines the experiences of clinical students across various health professions to provide valuable insights for educational planners involved in designing effective and socially relevant clinical training curricula. This descriptive-analytical study employed a stratified random sampling method to select clinical students from the disciplines of nursing, midwifery, operating room technology, and pre-hospital emergency medicine at educational institutions in Shoushtar. Data were gathered using a standardized questionnaire designed to evaluate factors affecting the quality of clinical education. The data were analyzed using Pearson correlation, Chi-square tests, independent t-tests, and analysis of variance (ANOVA). A total of 190 students participated in the study, including 60 males and 130 females, with ages ranging from 18 to 39 years. Participants were enrolled in nursing ( n = 105), operating room technology ( n = 30), midwifery ( n = 40), and emergency medicine ( n = 15) programs. Male students reported significantly lower scores in areas related to student–teacher interactions, the learning environment, and evaluation criteria. Notably, overall clinical education scores demonstrated a decreasing trend with increasing age. Emergency medicine students achieved the highest scores, while those in nursing and operating room programs recorded the lowest. The mean scores related to educational objectives, instructor quality, student–teacher interactions, and the learning environment were lower among male students, older participants, and those enrolled in nursing and operating room programs. These findings highlight the need for targeted educational interventions to improve clinical training objectives, enhance the involvement of qualified instructors, and foster more supportive learning environments.