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Table 2 Medical students’ attitudes towards medical instruction

From: Medical students’ career choices, preference for placement, and attitudes towards the role of medical instruction in Ethiopia

Statements on mentoring in field of medicine NO(%) St. Disagree No(%) Disagree No(%) Neutral No(%) Agree No(%) St. Agree No(%)
 I. Guidance in field of medicine
  1. Medical instruction plays an important role on medical students’ career choice and professional development 903(94.2) 17(1.8) 14(1.5) 54(5.6) 250(26.1) 568(59.2)
  2. Medical instruction supports to reduce stress experience to practice medicine 768(80.1) 18(1.9) 38(4.0) 92(9.6) 267(27.8) 353(36.8)
  3. Medical instruction supports medical students to get broader insight on various specialty areas 764(79.7) 24(2.5) 35(3.6) 120(12.5) 260(27.1) 325(33.9)
  4. Medical instruction increases medical students’ awareness on professional responsibilities 711(80.4) 20(2.1) 31(3.2) 78(8.1) 294(30.7) 348(36.3)
 Composite score 730(76.1)  
 II. Professional development
  1. Mentoring stimulates medical students’ interest towards a certain clinical specialty area 908(94.7) 12(1.3) 22(2.3) 105(10.9) 376(39.2) 393(41.0)
  2. Instructors serve as role model to obtain the required professional skills 912(95.1) 18(1.9) 23(2.4) 116(12.1) 378(39.4) 377(39.3)
  3. Instructors serve as a role model to specialize in a particular clinical specialty area 900(93.8) 18(1.9) 26(2.7) 125(13.0) 391(40.8) 340(35.5)
 Composite score 882(92)  
 III. Orientation on research undertaking and ethics
  1. Here the medical school gives special attention on ethical issues 902(94.1) 47(4.9) 128(13.3) 263(27.4) 289(30.1) 175(18.2)
  2. Medical instruction stimulate students’ interest towards research oriented careers 880(91.8) 37(3.9) 85(8.9) 249(26.0) 310(32.3) 199(20.8)
  3. Teaching–learning process encourages creative thinking and taking an active role in new discovery 911(95.0) 37(3.9) 80(8.3) 219(22.8) 354(36.9) 221(23.0)
 Composite score 853(88.9)      
 The teaching- learning process
  1. Instructors commit their time and energy on a regular bases in teaching medical students 899(93.7) 67(7.0) 188(19.6) 249(26.0) 291(30.3) 104(10.8)
  2. Provide feedback in constructive and caring manner 894(93.2) 83(8.7) 159(16.6) 220(22.9) 323(33.7) 109(11.4)
  3. Non-judgmental and accepts individual differences 897(93.5) 92(9.6) 167(17.4) 246(25.7) 276(28.8) 116(12.1)
  4. Mentoring help to enhance clinical skills and professionalism 882 (92.0) 51(5.3) 95(9.9) 203(21.2) 343(35.8) 190(19.8)
  5. Instructors assist medical students in developing professional identity 886(92.4) 59(6.2) 126(13.1) 250(26.1) 319(33.3) 132(13.8)
 Composite score 823(85.8)      
 IV. Orientation towards in country practice
  1. The process encourages the students’ interest in pursuing their career within country 900(93.8) 47(4.9) 100(10.4) 261(27.2) 322(33.6) 170(17.7)
  2. The training encourage to pursuing a career in an areas that country has shortages of qualified physicians 896(93.4) 39(4.1) 99(10.3) 277(28.9) 335(34.9) 146(15.2)
  3. Medical instruction encourages medical students to work in the rural/distant part of the country 882(92.0) 50(5.2) 144(15.0) 327(34.1) 222(23.1) 139(14.5)
 Composite score 871(90.8)