Evaluation of Facilitating and Inhibiting Factors in Clinical Skills Learning from the Viewpoint of Surgical Technology and Anesthesiology Students of Rafsanjan University of Medical Sciences.

The quality of clinical education requires that studentschr('39') ideas can guide for future program. The aim of this study was to determine the facilitation and inhibiting factors of clinical skills learning from the viewpoint of surgical technology and anesthesia students of Rafsanjan University of Medical Sciences.

In this descriptive study, 104 students of 4th, 6th and 8th semesters of surgical and anesthesiology technology were selected through census sampling. Data gathering tools, demographic information, and a 61-item questionnaire about facilitating and inhibiting factors were effective on learning clinical skills. Data were analyzed using SPSS software and descriptive statistics and inferential statistics using independent t-test and P-Value<0.05 was considered significant.

The results showed that in the area of educator characteristics, good educator-patient relationship with staff and patient is the most important facilitating factor, and in the field of teacher-student communication, providing appropriate feedback from the instructor to the student and the teacher-student confidence are the most important factors, respectively. It was facilitating from the perspective of both groups of students. In terms of the relationship between staff and students, the temperament and anger of the staff were the most important deterrents from the viewpoint of both group.

The most important area of facilitating clinical education from the students chr('39')point of view was good teacherschr('39') characteristics. Therefore, it is recommended to employ experienced teachers and continuous training of inexperienced instructors.