Abstract
BackgroundThe clinical learning environment (CLE) influences students’ achievement of learning outcomes and the development of their professional behaviors. However, CLEs are not always optimal for learning because of clinical productivity expectations and a lack of support from supervisors. The purpose of this study was to describe and compare students’ perceptions of their CLEs across four undergraduate programs.MethodsThis study is cross-sectional. In total, 735 students who were registered in the medical, nursing, physiotherapy, and speech-language pathology (SLP) programs were invited to participate. Data were collected using an online survey, which included demographics and the Undergraduate Clinical Education Environment Measure (UCEEM). The UCEEM consists of 26 items congregated into two overarching dimensions—experiential learning and social participation—with four subscales: opportunities to learn in and through work and quality of supervision, preparedness for student entry, workplace interaction patterns and student inclusion, and equal treatment.ResultsIn total 280 students (median age 28; range: 20–52; 72% females) returned the questionnaire. The mean total UCEEM score was 98.3 (SD 18.4; range: 91–130), with physiotherapy students giving the highest scores and medical students the lowest. The mean scores for the dimensions experiential learning and social participation for all the students were 62.8 (SD 13.6; range 59–85) and 35.5 (SD 6.2; range 13–45), respectively. Medical students rated the lowest for all subscales. The items receiving the highest ratings concerned equal treatment, whereas those receiving the lowest ratings concerned supervisors’ familiarity with the learning objectives. There were few statistically significant differences between the semesters within each program.ConclusionsThe students generally hold positive perceptions toward their CLEs. However, the students from the medical and nursing programs rated their learning environment lower than did the students from the physiotherapy and SLP programs. Importantly, in several aspects, the medical students provided significantly lower ratings for their CLE compared with the students from the other programs. The medical students’ low ratings for their supervisors’ familiarity with the learning objectives underscore the need to ensure that the prerequisites for optimal supervision are met.
Highlights
The clinical learning environment (CLE) influences students’ achievement of learning outcomes and the development of their professional behaviors
In several aspects, the medical students provided significantly lower ratings for their CLE compared with the students from the other programs
The clinical learning environment (CLE), in turn, refers to the clinical workplace in which health professions students complete their clinical placements as part of their education [3]
Summary
The clinical learning environment (CLE) influences students’ achievement of learning outcomes and the development of their professional behaviors. While the existing literature describes the importance of the LE, it often lacks a comprehensive explanation of what constitutes this environment [1]. Aspects such as social relationships, institutional culture, physical space, infrastructure, supervision, and formal and informal curricula all belong to the LE [2]. Students comprise one key stakeholder group, and research has shown that the CLE profoundly influences their behaviors and contributes to their learning, performance, contentment, and success [1]
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call