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Background <p>Developing teaching skills is essential for medical students, as it enhances communication, reinforces clinical knowledge, and prepares them to educate peers and patients effectively. Engaging in teaching activities has also been linked to a deeper understanding of core medical concepts. This study aims to explore the perceptions of medical interns and senior medical students toward clinical teaching and medical education.</p> Methods <p>This descriptive cross-sectional study was conducted between 2023 and 2024 at a health sciences university in Saudi Arabia using an online survey. The survey consisted of 17 structured questions addressing various domains, including demographic characteristics, self-assessed confidence in teaching abilities, prior teaching experiences, and future career aspirations. The survey also explored participants’ views on the inclusion of medical education electives as a potential option in the curriculum.</p> Results <p>A total of 227 responses were collected. Over half (64.3%) had no prior teaching experience. Most of the participants (n=173, 76.2%) plan to work in an academic hospital. While 75.8% expressed interest in pursuing clinical teaching after residency, only 39.2% were interested in a medical education elective. The majority chose the ideal duration for a medical education elective being one month course (n=80, 35.2%). A significant association was found between interest in a medical education elective and plans to pursue clinical teaching (p &lt; 0.001). Interest in medical education was also associated with higher confidence in bedside teaching (p = 0.012) and presenting at a journal club (p = 0.019). Similarly, participants interested in clinical teaching reported significantly higher confidence in these and other teaching-related areas. No significant associations were observed with gender or academic level.</p> Conclusion <p>This study highlights a gap between students' long-term interest in clinical teaching and their engagement with formal training opportunities during medical school. Strengthening the integration and appeal of teaching-focused activities, particularly in key areas such as bedside teaching, may enhance students’ preparedness for future educational roles in clinical settings.</p>

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Medical interns and senior medical students’ perceptions toward clinical teaching

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月2日

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  • Bader Khawaji,
  • Raghad Ayman Alorabi,
  • Rahaf Attia Alzahrani,
  • Batool Adeeb Alhnaidi,
  • Reem Saeed Alzahrani,
  • Ramah Mohammed Althobaiti,
  • Hebah Ghandora,
  • Hussain Alsaffar,
  • Alaa Althubaiti

摘要

Background

Developing teaching skills is essential for medical students, as it enhances communication, reinforces clinical knowledge, and prepares them to educate peers and patients effectively. Engaging in teaching activities has also been linked to a deeper understanding of core medical concepts. This study aims to explore the perceptions of medical interns and senior medical students toward clinical teaching and medical education.

Methods

This descriptive cross-sectional study was conducted between 2023 and 2024 at a health sciences university in Saudi Arabia using an online survey. The survey consisted of 17 structured questions addressing various domains, including demographic characteristics, self-assessed confidence in teaching abilities, prior teaching experiences, and future career aspirations. The survey also explored participants’ views on the inclusion of medical education electives as a potential option in the curriculum.

Results

A total of 227 responses were collected. Over half (64.3%) had no prior teaching experience. Most of the participants (n=173, 76.2%) plan to work in an academic hospital. While 75.8% expressed interest in pursuing clinical teaching after residency, only 39.2% were interested in a medical education elective. The majority chose the ideal duration for a medical education elective being one month course (n=80, 35.2%). A significant association was found between interest in a medical education elective and plans to pursue clinical teaching (p < 0.001). Interest in medical education was also associated with higher confidence in bedside teaching (p = 0.012) and presenting at a journal club (p = 0.019). Similarly, participants interested in clinical teaching reported significantly higher confidence in these and other teaching-related areas. No significant associations were observed with gender or academic level.

Conclusion

This study highlights a gap between students' long-term interest in clinical teaching and their engagement with formal training opportunities during medical school. Strengthening the integration and appeal of teaching-focused activities, particularly in key areas such as bedside teaching, may enhance students’ preparedness for future educational roles in clinical settings.