COMMUNITY MEDICINE PROJECT

GROUP – C1
65TH BATCH

PERCEPTION OF
UNDERGRADUATE MEDICAL
STUDENTS TOWARDS CLINICAL
POSTINGS IN A TERTIARY CARE
TEACHING HOSPITAL-
GOVERNMENT MEDICAL
COLLEGE KOZHIKODE

1
 CERTIFICATE

Certificate that this is a bonafide record of project work done

by ................................................ Roll No: ......................... of 65th
batch MBBS, Calicut Medical College in the year 2023-2024 during the 4th semester
posting in the Community Medicine Department on the following type “Perception of
undergraduate medical students towards clinical posting in a tertiary care teaching hospital.”

Kozhikode Professor and HOD

Date: Dept. Of Community Medicine

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ACKNOWLEDGEMENT

We wish to express our sincere gratitude to Department of Community Medicine,

Government Medical College Kozhikode for giving us an opportunity to have a
hand on experience in surveys and researches.

We extend our sincere thanks to HOD Dr.Asma Rahim, Dr.Rajasi, Dr.Priya

Chandran, Dr.Tom Wilson for their valuable guidance.

We thank our team coordinators Dr.Amrutha D and Dr.Sreenath for guiding us

through each and every stage of this project.

We also thank other faculties of the Department for supporting us.

We would like to thank all the study participants who meticulously contributed
towards the completion of this project.

We would also like to express our sincere gratitude to all our friends who extended
their kindness as resources and support.

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TEAM MEMBERS

1. MEENAKSHI ANIMON

2. MANUSANKAR V M

3. MEGHA ANILKUMAR

4. MEGHA NARAYANAN

5. MEHNU REYAS

6. MISHAB BIN NAHEEM

7. MISHAL AFROZE AHAMMED

8. MITHRA P

9. MOHAMED HISAN A

10. MOHAMMED FARHAN K B

11. MOHAMMED ROSHAN P K

12. MOHAMMED SHAHABAS T

13. MOHAMMED SHEBIN

14. MOHIT

15. MUBEENUL HAQUE K V

16. MUHAMMED ABDUL BASITH P

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 CONTENTS

1) Introduction
2) Rationale
3) Objective
4) Review of literature
5) Methodology
6) Results
7) Discussion
8) Conclusion
9) Limitations of the study
10) Recommendations
11) References

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INTRODUCTION

The MBBS course in India is divided into nine semesters covering 19 subjects over a
period of 4.5 years. It is considered one of the most challenging undergraduate
courses taught in the country. This is followed by a year of compulsory internship
where students are posted in various clinical departments in hospitals and health
centres. The perception of the educational environment in clinical postings in a
hospital is a critical aspect of medical education. As aspiring healthcare professionals,
students spend a significant amount of time in hospitals during their clinical rotations,
where they gain practical experience and apply theoretical knowledge. The
educational environment plays a vital role in shaping students' learning experiences,
influencing their motivation, engagement, and overall satisfaction with their clinical
postings. Understanding how students perceive the educational environment in
hospitals can provide valuable insights for educators and administrators to enhance
the quality of medical education and ensure optimal learning outcomes. This topic
explores the various factors that influence students' perception of the educational
environment in clinical postings, including the quality of supervision, opportunities
for hands-on learning, interprofessional collaboration, support systems, and the
overall culture within the hospital setting. By examining these factors, we can identify
areas of improvement and implement strategies to create an enriching and conducive
educational environment for future healthcare professionals.
However, any course can be productive only if its students find the environment
conducive to learning. Teaching must, therefore, provide appropriate conditions for
learning and an environment with minimal stress. The traditional system of classroom
and clinical teaching methods has been in use for decades but there is no formal
mechanism to obtain students’ feedback on the education system. Medical students
have expressed their dissatisfaction with the curriculum and the teaching and learning
methods used, in a number of developing countries, including India. The need to
provide a framework to produce innovation in medical education on a large scale to
achieve a more sustainable model is also being recognized in other countries.
However, a major drawback in the Indian scenario is the lack of conclusive data or
reporting on this matter by students as well as teaching faculty.

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RATIONALE

The rationale for conducting research on the perception of medical students towards
clinical postings stems from the need to understand and improve their educational
experiences. Clinical postings hold immense significance in shaping the future
healthcare professionals. By gaining insights into the perceptions of medical students,
we can identify areas of strength and areas that require improvement within clinical
training programs. Exploring their satisfaction, challenges, and overall perception
allows us to enhance the curriculum, teaching methodologies, and support systems to
better cater to their needs. Furthermore, such research helps us address issues related
to work-life balance, mental health, and well-being, ensuring that medical education
promotes a healthy and conducive learning environment. Ultimately, by delving into
the perception of medical students towards clinical postings, we can strive for
continuous improvement in medical education and foster the development of
competent and compassionate healthcare professionals. Even though the
aforementioned studies have been successful in getting feedback of students, few such
studies have been conducted and published on views of medical students in India.

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OBJECTIVE

Primary Objective
To understand of the perception, experiences and attitudes of medical students
towards clinical posting during the medical education.

Secondary Objective
To generate information that can aid in the development of evidence-based
interventions, policies, and practices to enhance the educational experiences of
medical students and create a strong foundation for their future careers as healthcare
professionals.

METHODOLOGY

Study Design: Cross sectional study

Study Setting: Government Medical college, Kozhikode
Study Period: 4 weeks from 18-10-2023 to 13-11-2023

TIMELINE OF EVENTS

EVENTS DATE
Topic identification 19-10-2023
Questionnaire development 21-10-2023
Questionnaire finalization 25-10-2023
Data collection 03-11-2023
Data analysis 08-11-2023
Preparation of the report 09-11-2023
Completion of the final report 09-11-2023
Project submission 10-11-2023

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Study participants: MBBS students of Government Medical college Kozhikode

 Inclusion criteria: MBBS students of Government Medical college Kozhikode

 Exclusion criteria: First and second semester students who were fresh to the
institution

Sample Size:
According to the reference study by Ananthi Amaranathan et al on Medical student’s
perception of the educational environment in a tertiary care teaching hospital
published in The National Medical Journal Of India(2018) 59.69% felt difficulty in
learning and memorizing the curriculum

n = 4pq/d2
p = 56.69% q =100-p = 43.31%
d = precision/allowable error
At a precision of 10%
n = (4×56.69×43.31)/102
= 98
Hence the minimum sample size =98

Variables under study:

 Sociodemographic details of the participants
 Level of satisfaction of the students towards clinical posting
 Feedback and suggestions from students

Data collection tool: Data was collected using a pre-tested semi-structured schedule

Methods of data collection: Participants were directly interviewed using a pre-tested

semi-structured schedule after obtaining their informed consent.

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Data analysis: The data was entered in MS EXCEL and analysed using suitable
statistical software. Qualitative variables were expressed in percentages and
proportions. Qualitative variables were expressed as mean and standard deviation.
Statistical comparison was done using appropriate statistical method and level of
significance was p value of 0.05.

Ethical consideration:
Informed written consent was obtained from the participating students.Privacy of the
participants was ensured during data collection.The information was collected was
used only for the purpose of the study and strict confidentiality was ensured and
maintained throughout the study. Details of the study was explained to the
participants..

Funding: No external funding.

REVIEW OF LITERATURE

1Dev Kumar Shah ,Suneel Piryani ,Rano Mal Piryani,Mohammad,Nazrul

Islam,Rajesh Kumar Jha,Gopendra Prasad Deo conducted a study on "Medical
students’ perceptions of their learning environment during clinical years" at
Chitwan Medical College in Nepal.The objective of the study was to determine the
undergraduate medical students’ perception about educational environment in clinical
years of study utilizing Dundee Ready Education Environment Measure (DREEM)
questionnaire.A descriptive cross-sectional questionnaire-based study was conducted
among fourth and fifth-year medical students. The 50-item DREEM questionnaire
was used to collect the data. The items were scored based on a 5-point Likert scale.
The data were analyzed using SPSS version 20. Scores obtained were expressed as
mean±SD.
Results: The mean total DREEM score was 122/200. The mean score for Students’
Perceptions of Learning, Students’ Perceptions of Teachers, Students’ Academic

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Self-Perceptions, Students’ Perceptions of Atmosphere, and Students’ Social
Self-Perceptions were 29.8/48, 25.9/44, 20.3/32, 28.6/48, and 17.27/28,
respectively. This shows the environment for learning was satisfactory. There were
nine problem areas with a mean score of ≤2. There was no significant difference
observed in educational environment subscales scores according to enrollment year,
gender, or funding source for education.
It was concluded that the overall student’s perception of the educational
environment was satisfactory.

2.Satyaki Ganguly,. Kranti Chandan Jaykar,Namrata Chhabra,,Neel Prabha,

Carried out a study on "An Analysis of Interns' Feedback after Dermatology
Posting". Objective of the study was to analyse the expectations, motivations and
experience of interns during their dermatology posting.It was a retrospective record
review of questionnaire-based anonymous validated feedback forms submitted by
interns posted in a dermatology department of a tertiary care institute.A total of 63
completed forms were analysed. The common expectations before the posting were,
to learn the management of basic dermatological problems (98.4%), to take an
informed decision regarding post-graduation in dermatology (53.9%) and hope that
the posting will be useful for the postgraduate entrance test (50.7%). After the
posting, 69.87% of them felt that their expectations were fulfilled. After the posting,
84.1% of the interns felt that they would have liked to study dermatology as a
separate undergraduate subject with a summative assessment at the end.Finally
they found out that majority of interns were satisfied with there dermatome
posting.The inclusion of dermatology as a separate subject with examination in
the undergraduate curriculum was a felt need.

3.Jyoti G, carried out research on Perception about Clinical Posting among B.Sc.
Nursing Students: A Comparative Study.It was published on February 8 ,2021.The
aim of the study was to assess and compare the perception about clinical posting
among 1st year B.Sc. nursing and 3rd year B.Sc. nursing in selected College of
nursing, Haryana.descriptive research design was carried out among 40 B.Sc.The
tool used was students’ self-perception rating scale which includes 30 questions
regarding the perception about clinical posting.More than half (60%) of students from

11
1st year B.Sc. nursing had positive perception regarding clinical posting and as the
year of study progresses, 3rd year B.Sc. Nursing students’ perception were changed as
more than half (70%) of students from 3rd year B.Sc. nursing had also positive
perception regarding clinical posting.It was concluded that the increasing number
of clinical posting, students mind mend towards their clinical learning
environment.

4.DUNN S.V. & HANSFORD B." Conducted a study on Undergraduate nursing

students’ perceptions of their clinical learning environment". This study used
mixed methods to identify factors characterizing students’ perceptions of the CLE.
The sample consisted of 229 undergraduate students in the second or third year of
their biophysical nursing strand. The five subscales of the Clinical Learning
Environment Scale, ‘staff-student relationships’, ‘nurse manager commitment’,
‘patient relationships’, ‘student satisfaction’ and ‘hierarchy and ritual’, were
supported by qualitative data obtained from student interviews. Interpersonal
relationships between the participants in the CLE were crucial to the development of a
positive learning environment.It was concluded students satisfaction with the CLE
was both a result of, and influential in creating, a positive learning environment.
Nurse educators, clinical venues, and all others participating in the undergraduate
nursing students’ clinical education, must collaborate in order to create a CLE which
promotes the development of well-educatedregistered nurses capable of providing
safe, cost-effective patient care.

5.Fear and Challenges of Nursing Students Being in Hospital for Clinical Posting
During the COVID-19 Pandemic: An Exploratory Survey by Nimarta and Nipin

A web-based exploratory survey was conducted on 185 nursing students who were
working during COVID pandemic between March 2021 and April 2021. The research
data indicated that respondents reported fear of COVID 19 and faced various
challenges while working through the pandemic.

6.Medical students’ perception of the educational environment in a tertiary care

teaching hospital in India by Anandh Amaranadhan, Kadambari and Subitha
Lakshminarayan

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This study aimed to analyse the perceptions of medical students about their learning
environment and to provide feedback to stakeholders involved in curriculum planning
and execution. A cross-sectional descriptive study was conducted at JIPMER,
Puducherry using the Dundee Ready Educational Environment Measure (DREEM)
questionnaire. The mean global score was 122.06, out of a maximum possible
score of 200. Although the global score was more positive, several areas of concern
such as overemphasis on factual learning, authoritative behaviour of teachers etc were
noted.

7.'Problem-based learning in a clinical posting' by K.L. Pan, A.M. Johnston and

A.W. Khairuddin
The inspiration for this study was from the observation that there was a lack of
problem based learning during clinical postings compared to pre clinical years. The
objective was to introduce an effective alternative to the blunt and structure-less
method of clinical posting. The study involved assigning of predetermined clinical
questions to the students every week during their 6 week orthopaedics posting, in an
attempt to drive the acquisition of core knowledge, allocating students their own
patients in the wards and recording the findings in their own case notes and regular
classes to integrate the basic sciences which are of immediate relevance to the actual
patient problems encountered. In the end-of posting evaluation, this approach was
found to be well received by the students.

8.Tanvi Jha, Keashav Mohan Jha conducted a study on "Medical Students’

Perception of Education Environment in Clinical Postings".This study aimed to
assess the perception of a single batch of MBBS students of a North Indian Medical
College, towards the existing education environment in clinical postings and the
changes in this perception at different points of exposure.It was a longitudinal,
descriptive study using DREEM questionnaires to assess the education environment
and its domains. Questionnaires were provided to 197 students of the MBBS batch of
2015 at the end of their clinical postings in 4th/5th, 6th/7th, 8th and 9th. Responses
were assessed for each domain using one-way ANOVA test. Mean item scores,
domain scores, and global scores were calculated and compared.The average global
score was 133.24 ± 6.79, i.e. more positive than negative.There was, however, a
highly significant decline (P<0.001) of total scores from 4th to 9th semester with

13
the lowest domain score for the students’ social self-perception. The major
problem areas uncovered include poor support system for stressed students, angry and
authoritarian teachers and factual nature of the curriculum. Further, students in their
9th semester felt that teachers were more likely to get angry during teaching sessions
as compared to 4th.It was concluded that there is a need for improvement across all
the domains of the education environment. However, particular attention must be
given to the students’ perception of teachers and social self-perception.

RESULTS
A Study was conducted to assess the perception of undergraduate medical students
about clinical postings in a tertiary care teaching hospital.

A total of 135 participants responded to the assessment.

The result is discussed under the following headings:

1. SOCIO-DEMOGRAPHIC DETAILS
2. PERCEPTION OF STUDENTS

1. SOCIO-DEMOGRAPHIC DETAILS
AGE WISE DISTRIBUTION OF STUDY PARTICIPANTS (N=135)

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 AGE WISE DISTRIBUTION
45
41
40

35

30 29 28
25
25

20

15

10
5 5
5
1 1
0
19 years 20 years 21 years 22 years 23 years 24 years 25 years 26 years

Of all the participants,majority of them were 21 years old

GENDER WISE DISTRIBUTION OF STUDY PARTICIPANTS (N=135)

GENDER WISE DISTRIBUTION

MALE
47.40%(64) FEMALE
52.60%(71)

Of all the participants,majority of them were female (52.6%)

BATCH WISE DISTRIBUTION OF STUDY PARTICIPANTS (N=135)

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 BATCH WISE DISTRIBUTION (N=135)

HO US E S URGEO N 6.67%(9)

FO URTH YE A R
S TUDE N TS 18.50%(25)

THIRD YE A R
S TUDEN TS 11.10%(15)

S E CO N D YE A R
S TUDE N TS 63.70%(86)

Majority of the participants were second year students (63.7%) followed by fourth
year students(18.5%).

2. PERCEPTION OF STUDENTS
FREQUENCY OF ATTENDING CLINICAL POSTINGS(N=135)

FREQUENCY OF ATTENDING CLINICAL POSTING(N=135)

NOT AT ALL 0.00%

</= 2 DAYS A WEEK 0.00%

2-4 DAYS A WEEK 1.40%(2)

>/= 4 DAYS A WEEK 37.70%(51)

EVERYDAY 60.70%(82)

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Majority of the participants attends clinical postings everyday(60.7%)

ADEQUATE INFECTION CONTROL PRACTICES ENFORCED BY

STUDENTS DURING CLINICAL POSTINGS(N=135)

Table 1: Infection control practices adopted by students

SL.NO VARIABLES FREQUENCY (n)

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1. Follow appropriate biomedical 81
waste management practices
2. Sanitize hands before 117
examining a patient
3. Sanitize hands after examining 44
a patient
4. Wash hands with soap and 40
water
5. Wear glove while examining 15
the patient
6. Wear facemasks while 104
attending clinical postings
7. None 1

Majority of the participants (117) sanitize their hands before examining a patient
while only 40 of them waer gloves during examination of patient.

LEVEL OF INTERACTION BETWEEN STUDENTS AND FACULTIES

DURING CLINICAL POSTINGS(N = 135)

LEVEL OF INTERACTION BETWEEN STUDENTS AND

FACULTIES (N=135)

HIGH 8.10%(11)

LOW 14.10%(19)

MODERATE 71.10%(96)

VERY HIGH
1.50%(2)

VERY LOW 5.20%(7)

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Most of the participants(71.1%) responded the level of interaction among students and
faculties to be of moderate intensity.
Table :2 opinion about the level of interaction
SL.NO VARIABLES FREQUENCY (N) PERCENTAGE(%)
1. Very good 8 5.92

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2. Good 23 17.03
3. Moderate 27 20
4. Bad 24 17.7
5. Very bad 10 7.40
6. Depends on department 41 30.47
7. No response 2 1.48

COMFORTABILITY IN APPROACHING FACULTIES WITH QUESTIONS

OR CONCERNS DURING CLINICAL POSTINGS

COMFORTABILITY IN APPROACHING FACULTIES DURING

CLINICAL POSTINGS (N=135)

11.20%(

14.80% 37.70%

36.30%

YES NO
MODERATE DEPENDS ON FACULTIES

Majority of the participants(37.7%) were comfortable during clinical postings in

arising their doubts or concerns whereas 36.6% participants responded uncomfortable.

Table 3: perception of students regarding the approachability.

SL.NO VARIABLE FREQUENCY (N) PERCENTAGE(%)
1. Approachable 46 34.47
2. Not approachable due to busy 27 20
schedule of faculties
3. More comfortability with 4 2.96
postgraduates
4. Lack of confidence to approach 10 7.40
5. Moderately approachable 22 16.29
6. Depends on department 9 6.66
7. Fear of being belittled 3 2.22
8. No response 14 10.37

OPINION ABOUT THE TEACHING AND GUIDANCE PROVIDED BY THE

FACULTIES

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 OPINION ABOUT THE TEACHING AND GUIDANCE PROVIDED BY
THE FACULTIES
5.90%(8) 0.70%(1)

33.30%(45)

53.30%(72)

6.70%(9)

Average Excellent Good Poor Very Poor

Majority of the participants(53.3%) opted for the teaching and guidance provided by
the faculties to be good.

Table 4 :Perception regarding the teaching and guidance provided by the faculties.
SL.NO VARIABLE FREQUENCY (n) PERCENTAGE(%)
1. Well experienced and 57 42.22
knowledgeable
2 Lack of interest 10 7.40
3. Lack of time and increased 25 18.51
workload
4. Depends on department 7 5.18
5. Depends on faculties 12 8.88
6. Poorly structured curriculum 3 2.22
7. Others 14 10.37

There was an opinion of the teaching to be lacking in-depth knowledge and was
grossly affected by lack of faculties.

PERCEPTION REGARDING THE LACK OF FACULTIES AND

RESOURCES

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 OPINION ON THE LACK OF FACULTIES AND RESOURCES
IN OUR COLLEGE
45.00%
40.00%
35.00%
39.30%(53)
30.00% 36.30%(49)

25.00%
20.00%
15.00%
14.10%(19)
10.00% 9.60%(13)
5.00% 0.7%(1)
0.00%
Agree Disagree Not sure , neutral Strongly disagree Yes , strongly agree

39.3% participants agreed that there is lack of faculties and research in the college.

INTEGRATION OF THEORITICAL KNOWLEDGE WITH CLINICAL

EXPERIENCES DURING CLINICAL POSTINGS (N=135)

OPINION ABOUT THE INTEGRATION OF THEORITICAL

KNOWLEDGE WITH CLINICAL EXPERIENCES (N=135)

WELL INTEGRATED 41.50%

VERY WELL INTEGRATED 3.70%

VERY POORLY INTEGRATED 2.20%

POORLY INTEGRATED 16.30%

NEUTRAL 36.30%

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%

Majority of participants(42%) opted for well integrated clinical experiences.

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OPINION ABOUT THE OPPURTUNITIES TO ACTIVELY PARTICIPATE
IN PATIENT RELAYTED ACTIVITIES SUCH AS HISTORY
TAKING ,EXAMINATIONS DURING CLINICAL POSTINGS (N=135)
OPPORTUNITIES TO ACTIVELY PARTICIPATE IN
PATIENT RELATED ACTIVITIES (N=135)
60.00%

50.00%

40.00%

30.00%
49.60%(67)
20.00% 38.50%(52)

10.00%
11.10%(15)
0.00% 0.70%(1)
NO YES, ALWAYS YES, OFTEN YES RARELY

Most of the participants(49.6%) opted for having those oppurtunities most oftenly.

OPINION ABOUT THE INTERACTION BETWEEN PATIENTS DURING

CLINICAL POSTING (N=135)

INTERACTION BETWEEN THE PATIENTS (N=135)

Sometimes communicate with patients 44.40%(60)

Rarely interact with patients 5.90%(8)

Don't interact and communicate with patients 0.70%(1)

Always interact and communicate with patients 48.90%(66)

0%

0%

0%

0%

0%

0%

0%
0.0

.0

.0
.0

.0

.0

.0
10

20

30

40

50

60

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48.9% of the participants chose to interact and communicate with the patients always
whereas 44.4% partcipants chose that they sometimes interact with patients.

OPINION ABOUT WHETHER CLINICAL POSTINGS BECOME AN

OVERBURDEN ALONG WITH REGULAR THEORY CLASSES (N=135)

EXTREME OVERBURDEN WHEN CLINICAL POSTINGS COMES

ALONG WITH REGULAR THEORY CLASSES
70.00%
61.50%(83)
60.00%

50.00%

40.00%

30.00%

20.00%
14.80%(20)
12.60%(17) 11.10%(15)
10.00%

0.00%
No Yes,always Yes,during exams Yes,rarely

Most of the participants(61.5%) voted that the clinical postings become an overburden
during exams.

OPINION ABOUT THE TIME FOR RECREATIONAL ACTIVITIES IN

RELATION TO CLINICAL POSTINGS(N=135)

SUFFICIENT TIME FOR RECREATIONAL ACTIVITIES (N=135)

19.30%(26)

36.30%(49) No
Sometimes
Yes

44.40%(60)

44.4% of the participants replied that they get time for recreational activities
occassionally.

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OPINION ABOUT THE PARTICIPATION IN EXTRA CURRICULAR
ACTIVITIES AMIDST CLINICAL POSTINGS (N=135)
ABLE TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES
AMIDST POSTING (N=135)

18.50%(25)
No
Not interested in extracurricular
31.90%(43) activity
Sometimes
10.40%(14) Yes

39.30%(53)

Most of the participants voted that they are able to participate in extracurricular
activities sometimes amidst posting.

OPINION ABOUT IMPACT OF CLINICAL POSTING ON MENTAL

HEALTH (N=135)

IMPACT OF CLINICAL POSTING ON MENTAL HEALTH (N=135)

35.00%
32.60%(44)
30.40%(41)
30.00%

25.00%

20.00%
17.80%(24)

15.00% 14.10%(19)

10.00%

5.20%(7)
5.00%

0.00%
Agree Disagree Not sure,neutral Strongly disagree Yes,strongly agree

32.6% of the participants agree that there is impact of clinical posting on mental
health while 30.4% of them are having a neutral opinion.

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OPINION ABOUT THE BALANCE BETWEEN THEORITICAL
KNOWLEDGE AND PRACTICAL EXPERIENCE IN THE CLINICAL
POSTINGS (N=135)

BALANCE BETWEEN THEORITICAL AND PRACTICAL

KNOWLEDGE IN CLINICAL POSTINGS (N=135)

Well balanced 15.60%(21)

Not sure 17.80%(24)

More emphasis on theory 39.30%(53)

More emphasis on practical experience 27.40%(37)

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%

Most of them (39.3%) expressed the opinion that there is more emphasis on the theory
than practical experience.

ASPECTS OF CLINICAL POSTINGS THAT IS MOST REWARDING (N=135)

Table 5: Perception regarding the most rewarding aspect of clinical postings.

SL.NO VARIABLES FREQUENCY (N)

1. Acquiring practical clinical skills 107
2. Direct patient interaction and care 107
3. Learning from attending physicians and 107
senior clinicians
4. Getting exposure to different medical 82
specialities
5. Working as a part of a health care team 61

107 of the participants voted for the most rewarding aspect of clinical posting to be
for acquiring clinical skills,direct patient care and learning from attending physicians
and senior clinicians.

MOST INTERESTING CLINICAL POSTING (MAJOR)

24
The most interesting major posting opted by the participants was General surgery
followed by Medicine and OBG respectively.

MOST INTERESTING CLINICAL POSTING (MINOR)

The most interesting minor posting opted by the participants was Casualty(Emergency
medicine) followed by Orthopedics/PMR and the third most interesting was
Dermatology and Psychiatry respectively.

OPINION ABOUT THE ROLE OF BATCH ASSIGNED IN THE

EFFICIENCY OF CLINICAL POSTINGS (N=135)

ROLE OF BATCH ASSIGNED IN THE EFFICIENCY OF CLINICAL

POSTINGS (N=135)
45.00%
40.70%(55) 41.55%(56)
40.00%

35.00%

30.00%

25.00%

20.00% 17%(23)
15.00%

10.00%

5.00%
0.70%(1) 0.00%
0.00%
AGREE NEUTRAL STRONGLY AGREE STRONGLY DISAGREE
DISAGREE

41.55% of the participants strongly agree that there is role of batch assigned in the
efficiency of clinical postings whereas 40.7% participants only agree with the
opinion.

OPINION ABOUT ROLE OF SENIORS INCLUDING POST GRADUATES IN

EFFICIENCY OF CLINICAL POSTINGS (N=135)

25
 ROLE OF SENIORS INCLUDING PGS IN EFFICIENCY OF CLINICAL
POSTINGS (N=135)

STRONGLY
DISAGREE 0.00%

DISAGREE 0.00%

STRONGLY AGREE 57%(77)

NEUTRAL 7.40%(10)

AGREE 35.60%(48)

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%

Most of the participants(57%) strongly agree with the fact that there is significant role
of seniors in the efficiency of clinical postings.

OPINION ABOUT THE SUPPORTIVENESS OF THE HOSPITAL

ADMINISTRATION IN ISSUES RELATED TO CLINICAL POSTINGS
(N=135)

SUPPORTIVENESS OF THE HOSPITAL ADMINISTRATION IN

ISSUES RELATED TO CLINICAL POSTINGS(N=135)

NOT SUPPORTIVE AT ALL 12.60%(17)

SOMEWHAT SUPPORTIVE 13.30%(18)

MODERATELY SUPPORTIVE 37%(50)

SUPPORTIVE 31.10%(42)

VERY SUPPORTIVE 5.90%(8)

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00%

Most of the participants (37%) have the opinion that the hospital administration was
only moderatively supportive in the issues and concerns related to clinical postings.

OPINION ABOUT WHETHER CLINICAL POSTINGS ADEQUATELY

PREPARE THE STUDENTS FOR FUTURE MEDICAL PRACTICES (N=135)

26
 DOES CLINICAL POSTINGS ADEQUATELY PREPARATE FOR
FUTURE MEDICAL PRACTICE (N=135)

1.50%(2)
8.90%(12)

NOT AT All
YES,MAYBE
YES,TO SOME EXTENT
YES,TO GREAT EXTENT
51.90%(70)
37.80%(51)

Most participants(51.9%) had an opinion that the clinical postings adequately prepare
the students for future medical practice.

OPINION ABOUT THE OVERALL PERCEPTION OF THE CLINICAL

POSTING (N=135)
OVERALL PERCEPTION OF CLINICAL POSTINGS (N=135)

3%(4)
10.40%(14)
15.60%(21)

71.10%(96)

NEGATIVE NEUTRAL POSITIVE VERY POSITIVE

Most of the participants (71.1%) have positive perception about the clinical postings.

OPINION ABOUT THE EXPECTATIONS MET DURING CLINICAL

POSTINGS(N=135)

27
 EXPECTATIONS MET DURING CLINICAL POSTINGS (N=135)
2.20%(3)

39.30%(53)

56.30%(76)

2.20%(3)

COMPLETELY MET MOSTLY MET NOT MET AT ALL PARTIALLY MET

Most of the participants (56.3%) felt that their expectations of the clinical posting was
mostly met.

STRENGTH OF EDUCATIONAL ENVIRONMENT IN THE CLINICAL

POSTINGS (N=135)

Table 6 : Perception about the strength of educational environment in clinical postings

SL.NO VARIABLE FREQUENCY (N) PERCENTAGE(%)
1. Good faculties 28 20.74
2. Patient load 32 23.7
3. Patient interaction 28 20.7
4. Practical 21 15.5
application of
theoritical
knowledge
5. Communication 4 2.97
skills
6. No response 22 16.2

AREAS THAT NEED IMPROVEMENT IN THE EDUCATIONAL

ENVIRONMENT IN CLINICAL POSTINGS (N=135)

Table 7: Perception regarding the areas that need improvement in clinical posting
educational environment
SL.NO VARIABLE FREQUENCY(N) PERCENTAGE(%)
1. Teaching facilities 58 42.96
2. Curriculum 30 22.22
3. Attendance system 11 8.14
and casual leave

28
 4. Department 7 5.18
oriented
5. Stressful schedule 9 6.66
6. No improvements 3 2.22
required
7. No response 17 12.59

ADDITIONAL COMMENTS REGARDING THE EDUCATIONAL

ENVIRONMENT IN CLINICAL POSTINGS(N=135)

Table 8: Additional comments

SL.NO VARIABLE FREQUENCY(N) PERCENTAGE(%)
1. Student friendly 4 2.96
attitude
2. Efficiency of 5 3.70
teachers
3. Staff shortage 5 3.70
4. Timely schedule 3 2.22
5. Infrastructure 4 2.96
6. Interesting classes 3 2.22
7. Attendance issues 2 1.48
8. Leisure time 5 3.70
9. No response 100 74.07

There was an opinion in changing the method of taking class clubbing different
semesters,removal of SGDs, lecture classes,cease the comparison with other colleges
especially private collages and they also raised apprehension about the teachers of a
certain ward are confining to students posted in that ward.

ASSOCIATION

YEAR OF HOW WELL DO YOUR EXPECTATIONS ARE MET TOTAL P VALUE

STUDY DURING THE CLINICAL POSTING
COMPLETELY MOSTLY PARTIALLY NOT MET
MET MET MET AT ALL
Second year 1.2% (1) 45.3% (39) 52.3% (45) 1.2% (1) 100% (86) 0.017
students

Third year 13.3% (2) 20% (3) 60% (9) 6.7% (1) 100% (15)
students

29
Fourth year 0% (0) 40% (10) 60% (15) 0% (0) 100% (25)
students

House 0% (0) 11.1% (1) 77.8% (7) 11.1% (1) 100% (9)
surgeons

YEAR OF HOW WOULD YOU DESCRIBE YOUR OVERALL TOTAL PV

STUDY PERCEPTION OF CLINICAL POSTINGS
VERY POSITIV NEUTRAL NEGATIVE VERY
POSITIVE E NEGATIVE
Second 11.6% (10) 72.1% 15.1% (13) 1.2% (1) 0% (0) 100% (86) 0.25
year (62)
students
Third year 13.3% (2) 60% (9) 13.3% (2) 13.3% (2) 0% (0) 100% (15)
students

Fourth year 4% (1) 76% (19) 20% (5) 0% (0) 0% (0) 100% (25)
students

House 11.1% (1) 66.7% (6) 11.1% (1) 11.1% (1) 0% (0) 100% (9)
surgeons

YEAR OF DO YOU BELIEVE THAT CLINICAL POSTINGS TOTAL P VA

STUDY ADEQUATELY PREPARE YOU FOR FUTURE REAL
LIFE MEDICAL PRACTICE
YES, TO A YES, TO YES, NO, NOT
GREAT SOME MAYBE AT ALL
EXTEND EXTEND
Second year 65.1% (56) 27.9% (24) 5.8% (5) 1.2% (1) 100% (86) 0.011
students

Third year 33.3% (5) 46.7% (7) 13.3% (2) 6.7% (1) 100% (15)
students

Fourth year 28% (7) 60% (15) 12% (3) 0% (0) 100% (25)
students

House 22.2% (2) 55.6% (5) 22.2% (2) 0% () 100% (9)

surgeons

30
YEAR OF DID CLINICAL POSTING IMPACT ON YOUR MENTAL TOTAL P
STUDY HEALTH BY CONTRIBUTING TO ANY STRESS OR VAL
OVERBURDEN
YES, AGREE NOT DISAGREE STRONGLY
STRONGLY SURE, DISAGREE
AGREE NEUTRA
L
Second year 15.1% (13) 30.2% 27.9% (24) 19.8% (17) 7% (6) 100% (86) 0.38
students (26)
Third year 20% (3) 26.7% 33.3% (5) 20% (3) 0% (0) 100% (15)
students (4)
Fourth year 8% (2) 52% (13) 24% (6) 12% (3) 4% (1) 100% (25)
students
House 11.1% (1) 11.1% 66.7% (6) 11.1% (1) 0% (0) 100% (9)
surgeons (1)
ATTENDANCE HOW WELL DO YOUR EXPECTATIONS ARE MET DURING THE TOTAL P VAL
IN CLINICAL CLINICAL POSTING
POSTINGS COMPLETELY MOSTLY MET PARTIALLY NOT MET AT
MET MET ALL
Everyday 2.4% (2) 36.6% (30) 61% (50) 0% (0) 100% (82) 0.001

>/= 4 days a 0% (0) 43.1% (22) 51% (26) 5.9% (3) 100% (51)
week

2-4 days a 50% (1) 50% (1) 0% (0) 0% (0) 100% (2)
week

Total 2.2% (3) 39.3% (53) 56.3% (76) 2.2% (3) 100% (135)

31
ATTENDANC HOW WOULD YOU DESCRIBE YOUR OVERALL PERCEPTION OF TOTAL P VA
E IN CLINICAL CLINICAL POSTINGS
POSTINGS VERY POSITIVE NEUTRAL NEGATIVE VERY
POSITIVE NEGATIV
E
Everyday 12.2% (10) 70.7% 13.4% 3.7% (3) 0% (0) 100% (82) 0.00
(58) (11)
>/= 4 days a 7.8% (4) 72.5% 19.6% 0% (0) 0% (0) 100% (51)
week (37) (10)
2-4 days a 0% (0) 50% (1) 0% (0) 50% (1) 0% (0) 100% (2)
week
Total 10.4% (14) 71.1% 15.6% 3% (4) 0% (0) 100% (135)
(96) (21)

ATTENDANCE DO YOU BELIEVE THAT CLINICAL POSTINGS ADEQUATELY TOTAL P VAL

IN CLINICAL PREPARE YOU FOR FUTURE REAL LIFE MEDICAL PRACTICE
POSTINGS YES, TO A YES, TO YES, MAYBE NO, NOT AT
GREAT SOME ALL
EXTEND EXTEND
Everyday 53.7% (44) 37.8% (31) 6.1% (5) 2.4% (2) 100% (82) 0.711

>/= 4 days a 49% (25) 37.3% (19) 13.7% (7) 0% (0) 100% (51)
week

2-4 weeks a 50% (1) 50% (1) 0% (0) 0% (0) 100% (2)
day

Total 51.9% (70) 37.8% (51) 8.9% (12) 1.5% (2) 100% (135)

32
ATTENDANCE DID CLINICAL POSTING IMPACT ON YOUR MENTAL TOTAL P VALUE
IN YOUR HEALTH BY CONTRIBUTING TO ANY STRESS OR
CLINICAL OVERBURDEN
POSTINGS YES, AGREE NOT DISAGREE STRONGLY
STRONGLY SURE, DISAGREE
AGREE NEUTRAL
Everyday 11% (9) 31.7% 30.5% 20.7% 6.1% (5) 100% (82) 0.723
(26) (25) (17)
>/= 4 days a 17.6% (9) 33.3% 31.4% 13.7% (7) 3.9% (2) 100% (51)
week (17) (16)
2-4 days a 50% (1) 50% (1) 0% (0) 0% (0) 0% (0) 100% (2)
week
Total 14.1% (19) 32.6% 30.4% 17.8% 5.2% (7) 100% (135)
(44) (41) (24)

DISCUSSION

A medical school is an environment in which students are expected to experience

various learning activities. The learning environment is the most important
determinant of the behaviour of all the parties of education. Thus, it is expected that
any curriculum change should involve changes in educational environment,
management and organization to result in predicted behavioural changes.

Clinical postings is a vital component and fundamental to all medical students

learning which provides them direct,real experience of medical profession as they
participate in routine activities in the ward.

The aim of the study was to assess and compare the perception about clinical posting
among medical students of Govt.Medical College, Kozhikode, Kerala, India
A descriptive research design was carried out among 135 medical students by using
convenient sampling technique.

1. LEVEL OF INTERACTION BETWEEN STUDENTS AND FACULTIES

AUTHOR YEAR PLACE TYPE OF BETTER LEVEL OF

STUDY INTERACTION BETWEEN
STUDENTS AND
FACULTIES

33
Jyothi G 2021 Haryana, Cross sectional 45.7%
Sharma B India study

Anandhi A 2018 JIPMER, Cross sectional 53%

Kadambari D Puducherry, study
Tamil nadu

Dev Kumar 2016 Bharatpur,Ne Cross sectional 58.86%

Suneet Piryani pal study

Tanvi Jha 2021 North Indian Cross sectional 65%

Keashav Medical study
Mohan Jha College

Our study 2023 Kozhikode, Cross sectional 80.7%

Kerala study

2.FREQUENCY OF ATTENDING CLINICAL POSTING

AUTHOR YEAR PLACE TYPE PERCENTAGE OF

FREQUENCY OF
ATTENDING CLINICAL
POSTING EVERYDAY

Jyothi G 2021 Haryana, India Cross sectional 65.08℅

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 78.05%

Kadambari D Puducherry, study
Tamil nadu

Dev Kumar 2016 Bharatpur,Nepal Cross sectional 61%

Suneet study
Piryani

Tanvi Jha 2021 North Indian Cross sectional 72.87%

Keashav Medical College study
Mohan Jha

Our study 2023 Kozhikode, Cross sectional 60.70%

Kerala study
The percentage of students attending clinical postings everyday is 60.7% which is
comparable to the study conducted by Dev Kumar,Suneet Piryani

3.PERCEPTION OF STUDENTS TOWARDS CLINICAL POSTINGS

AUTHOR YEAR PLACE TYPE PERCENTAGE OF

STUDENTS WITH POSITIVE

34
 PERCEPTION

Jyothi G 2021 Haryana, India Cross sectional 60%

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 78%

Kadambari D Puducherry, study
Tamil nadu

Tanvi Jha 2021 North Indian Cross sectional 75.87%

Keshav Medical College study
Mohan Jha

Our study 2023 Kozhikode, Cross sectional 81.5%

Kerala study

4.TEACHING AND GUIDANCE OF FACULTIES

AUTHOR YEA PLACE TYPE PERCENTAGE OF GOOD

R OPINION ABOUT
TEACHING AND GUIDANCE
OF FACILITIES

Jyothi G 2021 Haryana, India Cross sectional 39.1%

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 36.66%

Kadambari D Puducherry, study
Tamil nadu

Dev Kumar 2016 Bharatpur,Nepal Cross sectional 43.67%

Suneet Piryani study

Tanvi Jha 2021 North Indian Cross sectional 27.12%

Keashav Medical College study
Mohan Jha

Our study 2023 Kozhikode, Cross sectional 60%

Kerala study

5.LEARNING OPPORTUNITIES IN TERMS OF INTEGRATION OF

THEORITICAL KNOWLEDGE WITH CLINICAL EXPERIENCES

35
AUTHOR YEAR PLACE TYPE PERCENTAGE OF OPINION
ABOUT LEARNING
OPPORTUNITIES

Jyothi G 2021 Haryana, India Cross sectional 67.4%

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 68.45%

Kadambari D Puducherry, study
Tamil nadu

Dev Kumar 2016 Bharatpur,Nepal Cross sectional 62.08%

Suneet Piryani study

Tanvi Jha 2021 North Indian Cross sectional 56.47%

Keashav Medical College study
Mohan Jha

Our study 2023 Kozhikode, Cross sectional 42%

Kerala study

6.ROLE OF SENIORS AND PGs IN EFFICIENCY OF CLINICAL POSTINGS

AUTHOR YEA PLACE TYPE PERCENTAGE OF

R OPINION ABOUT
ROLE OF SENIORS
AND PGS
SIGNIFICANT IN
EFFICIENCY OF
CLINICAL POSTINGS

Jyothi G 2021 Haryana, India Cross 59.5%

Sharma B sectional
study

36
Anandhi A 2018 JIPMER, Cross 52%
Kadambari D Puducherry,Tamil nadu sectional
study

Dev Kumar 2016 Bharatpur,Nepal Cross 59.58%

Suneet Piryani sectional
study

Tanvi Jha 2021 North Indian Medical Cross 70.56%

Keashav College sectional
Mohan Jha study

Our study 2023 Kozhikode, Kerala Cross 92.6%

sectional
study

7.ROLE IN ADEQUATE PREPARATION FOR FUTURE MEDICAL

PRACTICE

AUTHOR YEAR PLACE TYPE PERCENTAGE OF

OPINION ABOUT ROLE
IN PREPARATION FOR
FUTURE MEDICAL
PRACTICE TO A GREAT
EXTENT.

Jyothi G 2021 Haryana, India Cross 56.7%

Sharma B sectional
study

Anandhi A 2018 JIPMER, Cross 81.5%

Kadambari D Puducherry, Tamil sectional
nadu study

Dev Kumar 2016 Bharatpur,Nepal Cross 54.36%

Suneet Piryani sectional
study

Tanvi Jha 2021 North Indian Medical Cross 49.44%

Keashav College sectional
Mohan Jha study

Our study 2023 Kozhikode, Kerala Cross 98.6%

37
 sectional
study

8.SUPPORT OF HOSPITAL ADMINISTRATION

AUTHOR YEA PLACE TYPE PERCENTAGE OF OPINION

R ABOUT BETTER SUPPORT
OF HOSPITAL
ADMINISTRATION

Jyothi G 2021 Haryana, India Cross sectional 29.6%

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 43.75%

Kadambari D Puducherry, study
Tamil nadu

Dev Kumar 2016 Bharatpur,Nepal Cross sectional 32.67%

Suneet Piryani study

Tanvi Jha 2021 North Indian Cross sectional 56.45%

Keashav Medical College study
Mohan Jha

Our study 2023 Kozhikode, Cross sectional 42.9%

Kerala study
The opinion about supportiveness of the hospital administration in issues related to
clinical postings is 42.9% in our study which is comparable to study conducted by
Anandhi A, Kadambari D

9.HOW WERE EXPECTATIONS MET DURING CLINICAL POSTINGS

38
AUTHOR YEAR PLACE TYPE PERCENTAGE OF OPINION
ABOUT MEETING THEIR
EXPECTATIONS IN
CLINICAL POSTINGS

Jyothi G 2021 Haryana, India Cross sectional 52.90%

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 54.33%

Kadambari D Puducherry, study
Tamil nadu

Dev Kumar 2016 Bharatpur,Nepal Cross sectional 53.84%

Suneet Piryani study

Tanvi Jha 2021 North Indian Cross sectional 62.87%

Keashav Medical College study
Mohan Jha

Our study 2023 Kozhikode, Cross sectional 41.30%

Kerala study

10.LACK OF FACULTIES AND RESOURCES IN COLLEGE

AUTHOR YEA PLACE TYPE PERCENTAGE OF OPINION

R ABOUT LACK OF
FACULTIES AND
RESOURCES

Jyothi G 2021 Haryana, India Cross sectional 34.5%

Sharma B study

Anandhi A 2018 JIPMER, Cross sectional 35.67%

Kadambari D Puducherry, study
Tamil nadu

39
Dev Kumar 2016 Bharatpur,Nepal Cross sectional 37.79%
Suneet Piryani study

Tanvi Jha 2021 North Indian Cross sectional 34.7%

Keashav Mohan Medical College study
Jha

Our study 2023 Kozhikode, Cross sectional 75.60%

Kerala study

CONCLUSION
Based on our research, it can be concluded that undergraduate medical students
generally have a positive perception towards clinical postings.The findings suggest
that these students agree to the fact that the integration of theoritical knowledge with
clinical practices has been possible with the clinical postings and it provides the
oppurtunity to actively participate in patient related activities.We also found that most
of them are aware of the hygiene and precautions to be taken while going for clinical
postings.

However, they pointed out there is only moderate level of interaction among
students and faculties and they find it diffucult to approach the faculties for their
concerns.They also expressed their dissatisfaction in the lack of faculties and
resources in the college and had an opinion that hospital administration wasn’t fully
supportive in issues and concerns related to clinical postings.The clinical postings can
be an overburden on the students along with theory during the exam season and can
have an impact on their mental wellbeing.Further investigation maybe needed to
explore specific aspects that contribute to this positive perception and to address any
potential areas of improvement.

LIMITATIONS
 The study is only confined to 4th sem students upto house surgeons of our
college.As it is a limited population,it can lead to greater variability
 The faculties are not much acquainted with the newly introduced CBME
Curriculum,2019

40
RECOMMENDATIONS

 There should be improvements in the resources and measures should be taken for
the lack of faculties for the stipulated number of students.
 Make sure that each of the students are attending and should make them aware of
the significance of clinical postings.
 The art of history taking and examination should be instilled in to the students
along with daily case presentations in the wards
 The students should interact with the patients and furthermore should be a good
listener

REFERENCE

1.Shah DK, Piryani S, Piryani RM, Islam MN, Jha RK, Deo GP. Medical students'
perceptions of their learning environment during clinical years at Chitwan Medical
College in Nepal. Adv Med Educ Pract. 2019 Jul 24

2.Ganguly, Satyaki, Kranti Chandan Jaykar, Namrata Chhabra, and Neel Prabha. "An
Analysis of Interns’ Feedback after Dermatology Posting." Indian Journal of
Dermatology 67, no. 3 (2022): 313.

3.Jyoti, G., and B. Shama. "Perception about Clinical Posting among B." Sc. Nursing
Students: A Comparative Study. J Pract Prof Nurs 4 (2021): 023.

4.Dunn, Sandra V., and Brian Hansford. "Undergraduate nursing students' perceptions
of their clinical learning environment." Journal of advanced nursing 25.6 (1997):
1299-1306.

5.Rana, Nimarta, Nipin Kalal, and Suresh K. Sharma. "Fear and Challenges of
Nursing Students Being in Hospital for Clinical Posting During the COVID-19
Pandemic: An Exploratory Survey." Frontiers in Psychology 13 (2022): 867606.

41
6.Amaranathan, Anandhi, Kadambari Dharanipragada, and Subitha
Lakshminarayanan. "Medical students' perception of the educational environment in a
tertiary care teaching hospital in India." The national medical journal of India 31.4
(2018): 231-236.

7.Pan, K. L., A. M. Johnston, and A. W. Khairuddin. "Problem-based learning in a

clinical posting." Focus on Health Professional Education 2.3 (2000): 18-24.

8. Jha, Tanvi, and Keashav Mohan Jha. "Medical Students’ Perception of Education
Environment in Clinical Postings." J Indian Med Assoc 119.2 (2021): 26-30.

ANNEXURES
CONSENT

I give my consent for taking part in the study on “Perception of undergraduate

medical students towards clinical posting in a tertiary care teaching hospital”. I
understand that my participation is voluntary and I am free to withdraw at any time,
without giving a reason & I won’t receive any benefits from participating in this
study. I am fully aware that my identity and the information provided will be
confidential. I voluntarily agree to take part in this study.

Name: ..........................
Signature: ...........................

42
 PROFORMA

PERCEPTION OF UNDERGRADUATE MEDICAL STUDENTS TOWARDS

CLINICAL POSTINGS

1.Age
2.Gender
a) Male
b) Female
c) Other

3.Year of study:
a) 2nd year student
b) 3rd year student
c) 4th year student
d) house surgeon

4. Do you attend all your clinical postings ?

a) Everyday
b) ≥ 4 days a week
c) 2-4 days a week
d) ≤ 2 days a week
e) Not at all

5.Do you take adequate infection control practices while attending your clinical postings ?
(Multiple response type)
a) Sanitize hands before examining a patient
b) Sanitize hands after examining a patient
c) Wash hands with soap and water
d) Wear glove while examining the patient
d) Wear face masks while attending clinical posting
e) Follow appropriate biomedical waste management practices
f) Specify others if any

6.How would you describe the level of interaction and engagement between students and
faculties during clinical postings?
a) Very high
b) high
c) Moderate
d) Low
e) Very low

6a. What is your perception regarding the interaction between students and faculties in
different departments?

7.Have you felt comfortable approaching faculties in different with questions or concerns
during clinical postings?

1
7a. Describe your perception regarding the same from your experience.

8.How would you appreciate the teaching and guidance provided by the faculties?
a) Excellent
b) Good
c) Average
d) Poor
e) Very poor

8a. Mention your reason for the same.

9.Do you feel that there is lack of faculties and resources in our college ?
a) Yes, strongly agree
b) Agree
c) Not sure, neutral
d) Disagree
e) Strongly disagree

10.How well do you think the curriculum integrates theoretical knowledge with clinical
experiences during clinical postings?
a. Very well-integrated
b. Well-integrated
c. Neutral
d. Poorly integrated
e. Very poorly integrated

11. Do you have enough opportunities to actively participate in patient related activities, such
as history-taking, physical examinations, or procedures?
a) Yes , always
b) Yes , often
c) Yes , rarely
d) No

12.How well do you interact and communicate with the patients during your clinical posting?
a) I always interact and communicate with the patients
b) I sometimes communicate l with the patient
c) I rarely interact l with the patient
d) I don’t interact and communicate with the patient

2
13.Do you feel extremely overburdened with the clinical postings along with the regular
theory classes?
a) Yes , always
b) Yes , during exams
c) Yes , rarely
d) No

14. Do you get sufficient time for recreational activities

a) Yes
b) Sometimes
c) No

15. Are you able to participate in extracurricular activities amidst the clinical postings?
a) Yes
b) Sometimes
c) No
d) Not interested in extracurricular activities

16. Did clinical posting impact on your mental health by contributing to any stress or
overburden?
a) Yes, strongly agree
b) Agree
c) Not sure, neutral
d) Disagree
e) Strongly disagree

17.How do you perceive the balance between theoretical knowledge and practical experience
in your clinical postings?
a) Well-balanced
b) More emphasis on theory
c) More emphasis on practical experience
d) Not sure

18.Which of the following aspects of clinical postings do you find the most rewarding?
(Select all that apply)
a) Direct patient interaction and care
b) Learning from attending physicians and senior clinicians
c) Acquiring practical clinical skills
d) Gaining exposure to different medical specialties
e) Working as part of a healthcare team

19.Which posting did you find most interesting? (Major)

a) OBG
b) Medicine
c) Surgery

3
 d) Ophthalmology
e) ENT
f) Paediatrics
g) Community medicine

20.Which posting did you find next most interesting? (Major)

a) OBG
b) Medicine
c) Surgery
d) Ophthalmology
e) ENT
f) Paediatrics
g) Community medicine

21.Which posting did you find 3rd most interesting? (Major)

a) OBG
b) Medicine
c) Surgery
d) Ophthalmology
e) ENT
f) Paediatrics
g) Community medicine

22.Which posting did you find most interesting? ( Minor)

a) Respiratory medicine
b) Ortho & PMR
c) Casualty
d) Radiology
e) Dermatology
f) Psychiatry
g) others

23.Which posting did you find 2nd most interesting? ( Minor)

a) Respiratory medicine
b) Ortho & PMR
c) Casualty
d) Radiology
e) Dermatology
f) Psychiatry
g) others

24.Which posting did you find 3rd most interesting? ( Minor)

a) Respiratory medicine
b) Ortho & PMR
c) Casualty
d) Radiology
e) Dermatology
f) Psychiatry

4
 g) others

25.Do you think that the batch you are assigned to, affect the efficiency of your clinical
postings either positively or negatively?
a) strongly agree
b) agree
c) neutral
d) disagree
e) strongly disagree

26. Do you think your seniors including PGs play a role in efficiency of your posting session
a) strongly agree
b) agree
c) neutral
d) disagree
e) strongly disagree

27.How supportive is the hospital administration in addressing any issues or concerns related
to the educational environment during clinical postings?
a) Very supportive
b) Supportive
c) Moderately supportive
d) Somewhat supportive
e) Not supportive at all

28.Do you believe that clinical postings adequately prepare you for future real life medical
practice?
a) Yes, to a great extent
b) Yes, to some extent
c) Yes, maybe
d) No,not at all

29.How would you describe your overall perception of clinical postings?

a) Very positive
b) Positive
c) Neutral
d) Negative
e) Very negative

30.How well your expectations were met during the clinical posting?
a) Completely met
b) Mostly met
c) Partially met
d) Not met at all

5
31.In your opinion, what are the strengths of the educational environment in the clinical
postings at the hospital?

32.In your opinion, what are the areas that need improvement in the educational environment
in the clinical postings at the hospital?

33.Do you have any additional comments or suggestions regarding the educational
environment in the clinical postings at the hospital?