Peer Review Report For: Assessing perception and motivation of medical student concerning clinical learning in the Faculty of Medicine of Sousse (Tunisia) [version 1; peer review: 1 approved with reservations]

Résumé

Background We aimed to assess perception of clinical learning (CL) Environment, measure motivation for CL among FMS (Faculty of Medicine of Sousse) students’ and to find its associated factors. Methods A cross sectional study was conducted in the FMS, among undergraduate medical students from October to November 2022 using a self-administered questionnaire. We determined the students’ perception of CLE and used the Motivation section of the French version of the Motivated Strategies for Learning Questionnaire (MSLQ), to measure motivation for CL. Results We gathered 169 students’ responses with mean age:22.34 ± 1.2 years. Motivation global score was medium (4.66±0.9). The subscale "self-efficacy for learning and performance" had the highest score of 4.95± 1.17. Higher scores of ‘intrinsic goal orientation’, ‘task value’, and ‘self-efficacy for learning and performance’ are significantly associated with excellent clinical learning evaluation. Students who perceived that supervisors are always for them, had higher motivation scores on the task value (p<10 −3 ), control beliefs (p=0.005), and self-efficacy for learning subscales. Conclusions Additional research involving all four Tunisian medical faculties, multiple centers, and a larger sample size is necessary to thoroughly explore medical student motivation at a national level.

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