Assessment of Satisfaction of Final Year Medical Students about Clinical Training at Elsheikh Abdallah Elbadri University

Abstract

ABSTRACT Background: Clinical training is a critical component of medical education, enabling students to acquire essential knowledge, skills, and professional attitudes. Student satisfaction with clinical training reflects the quality of teaching and is an important indicator for curriculum improvement. Objective: To assess the satisfaction of final-year medical students with their clinical training at Elsheikh Abdullah Elbadri University. Methods: A descriptive cross-sectional study was conducted in 2025 among all 113 final-year medical students at Elsheikh Abdullah Elbadri University .Data were collected using a structured self-administered questionnaire covering socio-demographic characteristics, satisfaction with teaching activities ,clinical skills, confidence in managing conditions, and hospital exposure. Data were analyzed using SPSS version 25 with descriptive statistics and ANOVA for mean score comparisons . Results: The mean age of participants was 24.7 ± 1.2 years, with 55.8% females. Most students were moderately satisfied with teaching activities such as theoretical sessions and case discussions across all specialties. Surgery achieved the highest satisfaction score (mean = 60.3), while Pediatrics (55.8), internal medicine (56.3) and Obstetrics & Gynecology (56.6) had lower ratings, especially in exposure to emergency and operative cases. Students reported higher confidence in managing common conditions but less confidence in handling critical emergencies such as stroke, neonatal resuscitation, and obstetric hemorrhage. Numerical score analysis revealed an overall bad satisfaction .ANOVA showed no statistically significant differences in satisfaction scores between specialties (p > 0.05 ( . Conclusion: Final-year medical students were moderately satisfied with their clinical training by categorized data analysis; but numerical score analysis revealed an overall bad satisfaction. Strengths were found in theoretical teaching and exposure to common conditions. However, significant gaps remain in supervision, structured feedback, and emergency case exposure, particularly in Pediatrics and Obstetrics & Gynecology . IV Recommendations: Enhancing clinical supervision, establishing structured feedback systems, expanding simulation-based training, and ensuring adequate exposure to emergencies and operative procedures are necessary to improve the quality of clinical training.