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Evaluation of the Quality of Clinical Education and its Impact on the Academic Performance of Undergraduate Operating Room Students at Sabzevar University of Medical Sciences in 2024
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F Vafi Sani1   , H Hosseinzadeh1 , H Yazdimoghoddam1 , F Ghardashi1 , F Borzoee1 , R Zardosht2 |
1- Non-communicable Diseases Research Center, Sabzevar University of Medical Sciences, Sabzevar, Iran
2- Healthy Aging Research Center, Sabzevar University of Medical Sciences, Sabzevar, Iran. , Rozardosht@yahoo.com |
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Abstract: (1181 Views) |
Background & aim: Clinical education is the cornerstone of learning and the primary foundation for developing professional identity in medical and paramedical fields. Producing specialized and accountable human resources is a key objective of universities, especially in high-stakes disciplines such as operating room (OR) technology. Experienced clinical instructors play a vital role in empowering students and enhancing their professional skills in real-world settings. Given that the quality of the clinical environment and educational programs directly influences professional competence and requires ongoing assessment, this study aimed to evaluate the quality of clinical education and its association with the academic performance of undergraduate OR students at Sabzevar University of Medical Sciences in 2024.
Methods: This descriptive-analytical cross‑sectional study was conducted in 2024 among all undergraduate OR students (N = 49) who were enrolled in clinical clerkship courses. Data were collected using a validated online questionnaire originally developed by Heshmati et al. The instrument comprised a demographic section and 33 items covering five domains of clinical education (educational goals and programs, instructor performance, student-instructor interaction, learning environment, and supervision and evaluation), plus one additional item on overall satisfaction with clinical rotations. Data were analyzed using independent t‑tests, Pearson and Spearman correlation coefficients, multiple regression, ANOVA, and chi‑square tests.
Results: Of the participants, 55% were female, with a mean age of 22.2 ± 1.8 years. Regression analysis revealed that both the academic semester and perceived instructor support were significant positive predictors of students’ GPA (p < 0.05). Students in higher semesters reported greater satisfaction with clarity of task descriptions and coordination of internship activities. Evaluation across the five domains revealed a mixed profile, with strengths in instructor performance and weaknesses in the learning environment, particularly regarding welfare facilities and student‑to‑patient ratios.
Conclusion: Enhancing instructor support, improving internship planning, increasing educational facilities, and implementing fair and objective monitoring and evaluation can boost student satisfaction and academic performance. These measures may help produce more competent and efficient graduates in clinical disciplines.
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| Keywords: Clinical education, Quality, Operating room, Academic performance, Sabzevar. |
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Full-Text [PDF 808 kb]
(68 Downloads)
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Type of Study: Research |
Subject:
Neonatology & Newborn Nursery- NICU-Surgery
Received: 2025/09/6 | Accepted: 2025/12/27 | Published: 2026/02/3
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