Table 2 Medical students’ attitudes towards medical instruction
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) | |||||