Exploration of the Contradictions and Countermeasures in Medical Students' Internships, Postgraduate Entrance Examinations, and Employment from the Perspective of Work-Study Conflict
Abstract
Objective: The objective of this research is to thoroughly investigate the extent of mutual interference among clinical internships, postgraduate entrance examinations, and employment by examining engineering contradictions, thus offering theoretical insights and guidance for medical students to attain high-quality outcomes in clinical internships. Methods: A combination of literature reviews, questionnaires, interviews, and observations of internships was utilized, followed by a statistical analysis to assess the levels of interference among the three factors. Results: The senior participants achieved significantly higher scores than their junior counterparts in evaluations of comprehensive humanistic quality, understanding professional values, communication abilities, clinical skills, and attitudes towards learning, with differences that were statistically significant (p < 0.05). After applying an interactive training approach that merges early clinical practice with foundational medical education, both groups displayed notable enhancements in activity content, formats, instructor attitudes, clinical performance, and the blending of theory with practice (p < 0.05). Conclusion: By emphasizing ‘early clinical’ education, students are effectively engaged in clinical practice through active involvement, leading to feedback-oriented training. This strategy not only improves the overall quality of internships but also reduces the risk of scheduling conflicts with postgraduate entrance examinations and employment opportunities.
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