Operating Room Department, Nursing Faculty, University of Medical sciences, Khoy, Iran , fatemeh.hosseinzadeh4780@gmail.com
Abstract: (285 Views)
Introduction: Clinical training is a crucial component of operating room student education and has a direct impact on healthcare quality. Many factors shape the effectiveness of this training. Identification and analysis of these factors can improve student learning and professional skill development. This systematic review aimed to identify and synthesize key factors that affect the quality of clinical training among operating room students in Iran.
Methods: A systematic search was conducted in Web of Science, Scopus, PubMed, Google Scholar, SID, and Mag Iran for studies published between 2000 and 2024. Specifically, search terms included “quality of clinical education”, “operating room students”, “Iran”, “influencing factors”,“health education”, “educational environment”, “medical education”, and “students”. After removing duplicates, titles and abstracts were independently screened by two reviewers. Subsequently, full texts of potentially relevant articles were reviewed to determine eligibility. In total, 15 eligible articles were selected.
Results: The quality of clinical education for operating room students is influenced by several factors. Improving the quality of clinical education, along with adherence to learning standards and better environmental conditions, has a significant positive impact on clinical performance scores of students. Student motivation, mutual trust with professors, and the clinical and educational capabilities of professors (including knowledge, skills, experience, and effective communication) are key to improving the quality of clinical education. Challenges include a lack of facilities, limited time, and high numbers of students.
Conclusion: To enhance clinical education, universities should improve educational facilities and equipment, reduce the student-to-instructor ratio, and allocate more time for practical training. Support and motivational programs can foster greater student interest. Moreover, training programs for instructors are crucial for developing effective teaching and communication skills.
Methods: A systematic search was conducted in Web of Science, Scopus, PubMed, Google Scholar, SID, and Mag Iran for studies published between 2000 and 2024. Specifically, search terms included “quality of clinical education”, “operating room students”, “Iran”, “influencing factors”,“health education”, “educational environment”, “medical education”, and “students”. After removing duplicates, titles and abstracts were independently screened by two reviewers. Subsequently, full texts of potentially relevant articles were reviewed to determine eligibility. In total, 15 eligible articles were selected.
Results: The quality of clinical education for operating room students is influenced by several factors. Improving the quality of clinical education, along with adherence to learning standards and better environmental conditions, has a significant positive impact on clinical performance scores of students. Student motivation, mutual trust with professors, and the clinical and educational capabilities of professors (including knowledge, skills, experience, and effective communication) are key to improving the quality of clinical education. Challenges include a lack of facilities, limited time, and high numbers of students.
Conclusion: To enhance clinical education, universities should improve educational facilities and equipment, reduce the student-to-instructor ratio, and allocate more time for practical training. Support and motivational programs can foster greater student interest. Moreover, training programs for instructors are crucial for developing effective teaching and communication skills.
Type of Study: review Article |
Subject:
Clinical Education
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