pre-clinical and clerkships; PBL 10 open-ended learning the clerkship clinical training curriculum and questions expectations, positive and negative staff-student contact, [cross sectional] lack of accessible knowledge, unfamiliar environment, uncertainty of their role and responsibilities Small (2008)[25] USA To identify the skills Flexnarian-based Paper-based survey 2 student cohorts Preclinical Issues differ before students” medical students graduate consisted of 3 Three most essential and after students perceive as essential program; two years items Preclinical students skills to be prepared have made the and those skill aras basic science (end of Year 2) for are history taking/ transition. Preclinical students are most followed by two N=93 (76%) physical examination curriculum should be anxious about prior years clinical (73%), proficiency in aligned with student to starting clinical training; longitudinal oral case experiences during rotations clinical skills program Clinical students (9th presentations (56%), the clerkship during first two years month of Year 3) generation of [cross-sectional] including patient N=105 (90%) differential diagnosis contact; 4-day (46%). Students
pre-clinical and clinical training [cross sectional] clerkships; PBL curriculum and 10 open-ended questions learning expectations, positive and negative staff-student contact, lack of accessible knowledge, unfamiliar environment, uncertainty of their role and responsibilities the clerkship Small (2008)[25] USA To identify the skills medical students perceive as essential and those skill aras students are most anxious about prior to starting clinical rotations [cross-sectional] Flexnarian-based graduate program; two years basic science followed by two years clinical training; longitudinal clinical skills program during first two years including patient contact; 4-day Paper-based survey consisted of 3 items 2 student cohorts Preclinical students (end of Year 2) N=93 (76%) Clinical students (9th month of Year 3) N=105 (90%) Preclinical students” Three most essential skills to be prepared for are history taking/ physical examination (73%), proficiency in oral case presentations (56%), generation of differential diagnosis (46%). Students Issues differ before and after students have made the transition. Preclinical curriculum should be aligned with student experiences during the clerkship