Time spent on clerkship activities by students in relation to their perceptions of learning environment quality

Abstract

Context  Students’ perceptions of their learning environment are of great importance to their learning process. In this study we assessed the time allocated by students to clerkship activities and the relationship between students’ allocations of time and their perceptions of the quality of their clinical learning environment.

Methods  Participants were 133 undergraduate students from eight hospitals taking part in four clerkship rotations. All students recorded the time they spent on eight clerkship activities over 2 weeks and completed the Postgraduate Hospital Educational Environment Measure (PHEEM). Partial correlation analyses were undertaken to examine the relationship between the amount of time students spent on each activity and their PHEEM scores.

Results  Students spent nearly 8 hours a day on clerkship activities. Most time was spent on observing doctors (40%), followed by participating in consultations without direct supervision (12%). The time students spent on observing doctors (r = 0.206, P < 0.05) and in consultations without direct supervision (r = 0.211, P < 0.05) was significantly related to the students’ PHEEM scores. There was a significant relationship at the P < 0.10 level between the time spent on directly supervised activities and students’ PHEEM scores (r = 0.165, P < 0.10).

Conclusions  The results suggest that the time spent on activities involving direct patient contact is positively related to students’ perceptions of the quality of their learning environment. None of the activities were significantly negatively related to the students’ perceptions of their clinical learning environment. Future research should examine the optimal time allocations required to enhance the perceived quality of the clinical learning environment.