Clinical experience of medical students in Children Emergency Room: A cross-sectional study at a University hospital in Nigeria

Abstract

Background: The Children Emergency Room (CHER) is a high-volume, fast-paced environment where children present with acute illnesses. With the paradigm shift in educational models towards outcome-based education, teaching and assessment of students must be structured to attain intended learning outcome in every rotation. Objective: This study assessed the relationship between teaching methods and learners’ satisfaction. We also identified challenges to CHER posting and likely solutions. Methods: This is a descriptive cross-sectional study, using a semi-structured anonymous feedback form to elicit perception of learning objectives and adequacy of teaching methods in CHER. Adequacy of participation in emergency care was assessed on a 4-point Likert scale. Bivariate analysis for possible determinants of adequate CHER posting satisfaction on a visual analogue scale (VAS) was done. P-value < 0.05 was considered significant. Results: A total 112 medical students participated in this study; 51.8% of them knew their specific learning objectives on the first day in the unit. The participants’ grand mean score for learning satisfaction in CHER was adequate (2.65±0.24). Their preferred teaching method was Bedside Teaching/ Clerkship (3.01±0.78) but they were dissatisfied with simulations (2.29±0.91) and participation in emergency care (2.19±0.10). Participants in junior posting were more satisfied than those in senior posting (OR =3.45, 95% CI: 1.46- 8.15; p=0.005). A high workload was identified as a challenge. Conclusion: The overall clinical experience of medical student in CHER is satisfactory. Our study however, shows that there is inadequate simulation-based teaching, case presentation and participation in case management by the medical students. Curriculum reforms may be necessary to address these identified gaps and improve clinical experience of medical students in CHER.