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Aim <p>To compare different European medical educations in terms of preparedness and satisfaction among 5th and 6th year medical students, using the EUropean Students’ Preparedness and Satisfaction Questionnaire (EUSPSQ).</p> Subjects and methods <p>The study selected 13 European countries based on GDP per capita. The validated standardized questionnaire was administered to 5th and 6th-year students of the largest medical school in each capital city. Each response received a composite score, reflecting students’ objective and subjective preparedness, satisfaction, readiness for workforce, and health perception. Scores were subsequently compared across groups, enabling the evaluation of relative differences within the study population. Bivariate and linear regression in R determined the factors influencing student satisfaction and preparedness. A <i>p</i> value &lt; 0.05 was considered significant. Model fit was assessed using <i>R</i>2 and residual normality via a P-P graph.</p> Results <p>Demographic analysis revealed a diverse student representation across universities. Self-perception, academic year, academic position, and institution significantly influenced preparedness and satisfaction scores. Students from Athens scored the highest relative scores in both preparedness (beta = 2.66,<i>p</i> &lt; 0.001) and satisfaction (mean 7.6, SD 2.1, <i>p</i> &lt; 0.001) when compared to other medical schools. Similarly, 6th-year students and those in higher academic positions reported the highest levels of preparedness (beta = 0.37, <i>p</i> = 0.003; beta = 0.76, <i>p</i> &lt; 0.001) and satisfaction (mean 5.7, SD 1.5, <i>p</i> = 0.027; mean 6.1, SD 1.6, <i>p</i> &lt; 0.001) when compared to other medical students. Studying abroad did not significantly affect satisfaction (<i>p</i> = 0.762). Satisfaction was further associated with hands-on training, practical skills, and constructive feedback. Notably, students who expressed strong confidence in entering the workforce reported higher satisfaction (mean 6.6, SD 2.3, <i>p</i> &lt; 0.001) with their medical school training compared to those with lower confidence. While health perceptions were generally positive, emotional challenges impacted performance for 52.6% of students.</p> Conclusion <p>This study reveals significant differences in preparedness and satisfaction among European medical students, with self-perception, academic progression, high class position, and institutional affiliation emerging as key factors. Confidence in academic abilities, hands-on training, and constructive feedback are strongly associated with positive outcomes, while emotional challenges remain a concern. Using the EUSPSQ, these findings pinpoint areas for targeted improvements to enhance medical educational outcomes and healthcare career readiness.</p>

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A comparison between medical schools across Europe: a descriptive study to assess the level of European students preparedness and satisfaction—the EUSPS study

  • 期刊论文

  • 发表日期：

    2025年5月13日

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  • Benedetta Manca,
  • Matteo Calafatti,
  • Paola Pastena,
  • Alessandro Martinino,
  • Juan Pablo Scarano Pereira,
  • Elodie Bourichon,
  • Ines Bedmar Gómez,
  • Karolina Kulakowska,
  • Tommaso Saccucci,
  • Chiara Perdichizzi,
  • Nikolaos Bakogiannis,
  • May Cohn,
  • Ines Garcia Nunes,
  • Lina Olofsson,
  • Anna Vámos,
  • Anabel Victoria Hofbauer,
  • Arun Bains,
  • Karolina Synal,
  • Simini Ourania,
  • Marco Cristo Tomaz,
  • Isabelle Johansson,
  • Giuseppe La Torre

摘要

Aim

To compare different European medical educations in terms of preparedness and satisfaction among 5th and 6th year medical students, using the EUropean Students’ Preparedness and Satisfaction Questionnaire (EUSPSQ).

Subjects and methods

The study selected 13 European countries based on GDP per capita. The validated standardized questionnaire was administered to 5th and 6th-year students of the largest medical school in each capital city. Each response received a composite score, reflecting students’ objective and subjective preparedness, satisfaction, readiness for workforce, and health perception. Scores were subsequently compared across groups, enabling the evaluation of relative differences within the study population. Bivariate and linear regression in R determined the factors influencing student satisfaction and preparedness. A p value < 0.05 was considered significant. Model fit was assessed using R2 and residual normality via a P-P graph.

Results

Demographic analysis revealed a diverse student representation across universities. Self-perception, academic year, academic position, and institution significantly influenced preparedness and satisfaction scores. Students from Athens scored the highest relative scores in both preparedness (beta = 2.66,p < 0.001) and satisfaction (mean 7.6, SD 2.1, p < 0.001) when compared to other medical schools. Similarly, 6th-year students and those in higher academic positions reported the highest levels of preparedness (beta = 0.37, p = 0.003; beta = 0.76, p < 0.001) and satisfaction (mean 5.7, SD 1.5, p = 0.027; mean 6.1, SD 1.6, p < 0.001) when compared to other medical students. Studying abroad did not significantly affect satisfaction (p = 0.762). Satisfaction was further associated with hands-on training, practical skills, and constructive feedback. Notably, students who expressed strong confidence in entering the workforce reported higher satisfaction (mean 6.6, SD 2.3, p < 0.001) with their medical school training compared to those with lower confidence. While health perceptions were generally positive, emotional challenges impacted performance for 52.6% of students.

Conclusion

This study reveals significant differences in preparedness and satisfaction among European medical students, with self-perception, academic progression, high class position, and institutional affiliation emerging as key factors. Confidence in academic abilities, hands-on training, and constructive feedback are strongly associated with positive outcomes, while emotional challenges remain a concern. Using the EUSPSQ, these findings pinpoint areas for targeted improvements to enhance medical educational outcomes and healthcare career readiness.