Table 5 Background factors related to the student-patient relationship and the quality CLE (n = 1664). Statistical procedure comprised multi-factor analysis of variance
Background factors | Student-patient relationship and the quality CLE | P-value* |
|---|---|---|
Degree programme | Student-patient relationship | < .0001 |
Premises of care | .023 | |
Duration of clinical placement | Student-patient relationship | .030 |
Pedagogical atmosphere | .022 | |
Premises of learning | .016 | |
Occurrence of supervision | Pedagogical atmosphere | < .0001 |
Premises of care | < .0001 | |
Premises of learning | < .0001 | |
Supervisory relationship | < .0001 | |
Discussion about learning goals with a named supervisor | Pedagogical atmosphere | .031 |
Premises of learning | < .0001 | |
Supervisory relationship | < .0001 | |
Having a mid-term feedback session | Student-patient relationship | .004 |
Role of the teacher | < .0001 | |
Achievement of clinical learning goals | Student-patient relationship | < .0001 |
Pedagogical atmosphere | < .0001 | |
Premises of care | < .0001 | |
Premises of learning | < .0001 | |
Supervisory relationship | < .0001 | |
Supervision supported professional development | Student-patient relationship | .045 |
Pedagogical atmosphere | < .0001 | |
Premises of care | < .0001 | |
Supervisory relationship | < .0001 | |
Role of the teacher | .001 | |
Summative evaluation session at the end of the placement | Role of the teacher | < .0001 |
Theoretical studies supported learning in clinical practice | Student-patient relationship | < .0001 |
Pedagogical atmosphere | .015 | |
Premises of care | < .0001 | |
Premises of learning | .005 | |
Role of the teacher | < .0001 | |
Recommendation of the clinical placement to peer students | Pedagogical atmosphere | < .0001 |
Premises of care | < .0001 | |
Premises of learning | < .0001 | |
Supervisory relationship | < .0001 | |
Role of the teacher | .020 |