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CLINICAL TRAINING IN HEALTHCARE CENTRES: EXPECTATIONS AND SATISFACTION OF MEDICAL STUDENTS IN ANDALUSIA
![CLINICAL TRAINING IN HEALTHCARE CENTRES: EXPECTATIONS AND SATISFACTION OF MEDICAL STUDENTS IN ANDALUSIA C. Cortes, T. Campos, R. Serrano, M. Angulo Regional Ministry of Health. Regional Government of Andalusia e-mail:universidad.csalud@juntadeandalucía.es Logo METHODOLOGY INTRODUCTION OBJECTIVES CONCLUSION RESULT In Spain medical students receive their practical training in hospitals and healthcare centres belonging to the Regional Ministry of Health. The Ministry, being jointly responsible for the clinical training of medical students, is particularly interested in discovering both the level of satisfaction and the expectations of the students. To this end, in 2008 the Institute for Advanced Social Studies was commissioned to carry out a survey to reveal discover this information. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The methodology applied consisted of in-depth interviews with key informers and two groups of students is their final year and one group of first year students. The field of study was spread over different regions within the Autonomous Community of Andalusia. The study has revealed that although medical students value their practical training highly, they also believe there to be excessive theoretical content. Because of this, one of their main demands is that practical training and theoretical studies should be appropriately linked . They also stressed their criticism of how little consideration was given to practical work in their study plan, the lack of any assessment of the same, and how little their tutors controlled their practical training. The analysis of levels of satisfaction and expectations of medical students with regard to practical clinical training is an excellent tool for improving training. Identity of the subject Student Professional Strong impact on the concept of university studies and profession Professional identity socially recognised and important On an individual level possible family influence on profession Symbolic configuration (In) equality between theory and practice Semantic configuration confrontation between two models Conventional model (doctor’s authority) New Model (user as focus of the system) Configuration of dialogue Evaluation of practical work in this framework “ Real learning comes from practical work” The system itself (conventional hospital context) devalues it Care Evaluation Randomness Lack of organisation Student expectations are not fulfilled and in the end the student also devalues it Tension resulting from his/her professional identity being questioned by society Professional identity in transition But As a result](https://image.slidesharecdn.com/posteramee2009grado2english-090917095708-phpapp02/85/CLINICAL-TRAINING-IN-HEALTHCARE-CENTRES-EXPECTATIONS-AND-SATISFACTION-OF-MEDICAL-STUDENTS-IN-ANDALUSIA-1-320.jpg)
