LEVEL OF SATISFACTION OF CLINICAL ROTATION EXPERIENCE AMONG CLINICAL MEDICINE STUDENTS IN KISUMU COUNTY, KENYA

Abstract

Level of satisfaction of clinical rotations experience among clinical medicine students is important in shaping their career life. The study aimed to assess the level of satisfaction among 4th-year Bsc Clinical Medicine students during their clinical rotations at Kisumu County Referral Hospital in Kenya, examining educational factors, social factors and personal factors impact on satisfaction of clinical medicine students in their clinical area. The study was guided by the Job Demands-Resources (JD-R) model, which considers both job demands (such as workload and emotional stress) and job resources (like supportive supervision and access to educational materials) in influencing well-being and outcomes. By understanding this balance, the research aimed to inform strategies that can optimize the clinical rotation experience, ultimately enhancing both student satisfaction and overall well-being. The research used a multiple cross-sectional design, collecting data from Clinical Medicine students at Kisumu County Referral Hospital (KCRH) to assess their satisfaction with clinical rotations. The study area, KCRH, was chosen because it is the main training site for Bsc. Clinical Medicine students, providing diverse clinical experiences. The participants were selected purposefully to ensure suitability and minimize bias. Data was gathered through self-completion semi-structured questionnaires using a computerized survey. For analysis, descriptive statistics was applied and qualitative analysis applied to give deeper insights into factors affecting satisfaction. Ethical considerations were followed, including obtaining approvals and permissions, explaining the purpose to participants, ensuring confidentiality, and secure data handling. Participants in the study showed a strong preference for Problem-Based Learning and small group discussions. They generally held a positive view of the curriculum, although there is room for improvement. The assessment methods used were diverse and were perceived as fair by the participants. While support in the educational environment received mostly positive feedback, there was potential for greater inclusivity. The ratings for clinical instructors were negative, highlighting the need for improved communication and collaboration in that aspect. Participants reported a strong sense of belonging in the clinical setting, attributing it to the support and mentorship they received from staff. Although constructive feedback was valued, it was not uniformly effective. The study also found varying levels of self-efficacy, motivation, and resilience among the participants, underscoring the importance of well-being programs. Positive peer relationships and achieving a healthy work-life balance were identified as crucial for satisfaction. Family support, both financially and emotionally, played a significant role in the well-being of participants during their clinical rotation. The researcher recommends that the curriculum should integrate Problem-Based Learning and small group discussions, with regular updates to address concerns and enhance inclusivity and engagement. Also recommends transparent assessments and constructive feedback, improving instructor-student communication and support to address negative perceptions, promoting self-efficacy and resilience to boost student well-being, cultivating positive peer relationships and emphasizing work-life balance to reduce stress and improve satisfaction. Recognizing family support and maintaining strong clinical experiences will further contribute to student success.