Sun, Aug 2, 2026
[Archive]
1- Department of Obstetrics and Gynecology, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
2- Department of Obstetrics and Gynecology, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand ,brakchai@yahoo.com
2- Department of Obstetrics and Gynecology, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand ,
Abstract: (7 Views)
Background & Objective: Clinical immersion provides medical students with early exposure to professional roles, healthcare systems, and interpersonal skills. Disruptions to conventional placements—whether from public health measures, resource limitations, or curriculum reform—have accelerated the adoption of online delivery. While digital formats offer flexibility and standardization, questions remain about whether core learning objectives can be adequately achieved. This study compared medical student satisfaction with online versus in‑person clinical immersion models.
Materials & Methods: This retrospective comparative cohort study included second‑year medical students from two academic years. The 2019 cohort (n = 179) completed a two‑week community hospital placement (conventional group), whereas the 2021 cohort (n = 138) undertook a standardized online version (online group). Satisfaction was assessed across domains of learning objectives and course activities using a faculty‑developed questionnaire. Demographic characteristics were compared, and between‑group differences were evaluated using appropriate statistical tests.
Results: Both groups were demographically similar except for domicile, with more metropolitan students in the online group (p = 0.012). The online group reported significantly higher satisfaction in describing physicians' work lives in community hospitals (p = 0.006), understanding the health service system (p = 0.003), explaining biopsychosocial‑spiritual factors (p = 0.003), and developing interpersonal skills (p = 0.009). Overall satisfaction with learning objectives was greater in the online group (p = 0.004). For course activities, online students rated lectures (p = 0.004), the electronic logbook system (p = 0.020), activity benefits (p < 0.001), overall community hospital experience (p = 0.002), and curricular alignment (p = 0.008) more favorably.
Conclusion: The adapted online immersion achieved higher satisfaction across several domains, demonstrating its potential as a structured and engaging model. However, in‑person placements offer irreplaceable experiential depth. Hybrid approaches may provide a sustainable balance between digital innovation and authentic clinical exposure.
Materials & Methods: This retrospective comparative cohort study included second‑year medical students from two academic years. The 2019 cohort (n = 179) completed a two‑week community hospital placement (conventional group), whereas the 2021 cohort (n = 138) undertook a standardized online version (online group). Satisfaction was assessed across domains of learning objectives and course activities using a faculty‑developed questionnaire. Demographic characteristics were compared, and between‑group differences were evaluated using appropriate statistical tests.
Results: Both groups were demographically similar except for domicile, with more metropolitan students in the online group (p = 0.012). The online group reported significantly higher satisfaction in describing physicians' work lives in community hospitals (p = 0.006), understanding the health service system (p = 0.003), explaining biopsychosocial‑spiritual factors (p = 0.003), and developing interpersonal skills (p = 0.009). Overall satisfaction with learning objectives was greater in the online group (p = 0.004). For course activities, online students rated lectures (p = 0.004), the electronic logbook system (p = 0.020), activity benefits (p < 0.001), overall community hospital experience (p = 0.002), and curricular alignment (p = 0.008) more favorably.
Conclusion: The adapted online immersion achieved higher satisfaction across several domains, demonstrating its potential as a structured and engaging model. However, in‑person placements offer irreplaceable experiential depth. Hybrid approaches may provide a sustainable balance between digital innovation and authentic clinical exposure.
Keywords: education, medical, undergraduate, students, medical, personal satisfaction, computer-assisted instruction, clinical clerkship, education, distance
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/10/2 | Accepted: 2026/06/20
Received: 2025/10/2 | Accepted: 2026/06/20
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
