Evaluation of Clinical Teaching Effectiveness in Undergraduate and Internship Training Using the CCTEI Questionnaire

Lyudmila G. Turgunova, MD, Professor, Department of Internal Medicine, Karaganda Medical University, Karaganda, Kazakhstan; ScopusID: 15137643000, https://orcid.org/0000-0002-6962-4247

Irina V. Mekhantseva, PhD, Associate Professor, Department of Internal Medicine, Karaganda Medical University, Karaganda, Kazakhstan; ScopusID: 58735354500, https://orcid.org/0000-0001-6601-8172, e-mail: mehanceva@qmu.kz

Yelena M. Laryushina, Cand. Sci. (Medicine), Professor, Head of the Department of Internal Medicine, Karaganda Medical University, Karaganda, Kazakhstan; ScopusID: 57196123971, https://orcid.org/0000-0002-9590-690X

Dinara N. Sheryazdanova, PhD, Associate Professor, Department of Internal Medicine, Karaganda Medical University, Karaganda, Kazakhstan; ScopusID: 57220897266, https://orcid.org/0000-0002-9029-4326

Marina R. Izmailovich, PhD, Associate Professor, Department of Internal Medicine, Karaganda Medical University, Karaganda, Kazakhstan; ScopusID: 57215308441, https://orcid.org/0000-0001-8128-4356

Farida U. Nildibaeva, Assistant Professor, Department of Internal Medicine, Karaganda Medical University, Karaganda, Kazakhstan; ScopusID: 57193765164, https://orcid.org/0000-0003-3900-7499

The aim of this study was to evaluate the perceived effectiveness of clinical teaching among undergraduate medical students and medical interns using The Cleveland Clinical Teaching Effectiveness Instrument (CCTEI). The relevance of this work is determined by the key role of the clinical learning environment in developing essential professional competencies, including motivation, autonomy, clinical reasoning, and the ability to apply evidence-based medicine. Despite the importance of early clinical exposure, the organization of clinical training remains challenging and requires regular assessment and feedback to ensure high-quality instruction. A total of 729 respondents were included: 588 undergraduate students and 141 medical interns. The CCTEI questionnaire, consisting of 15 items rated on a five-point scale, was used for evaluation. Statistical analysis was performed using nonparametric methods. The results demonstrated that interns consistently rated most aspects of clinical teaching significantly higher than undergraduate students, particularly in motivation, autonomy, quality of feedback, development of practical and diagnostic skills, clinical relevance of training, and adaptation to real clinical settings. Overall satisfaction with the educational process was also higher among interns. This study highlights the need to strengthen practice-oriented components at the undergraduate level, expand simulation-based training, and develop formalized mentorship systems to enhance the quality of clinical education.

Keywords: clinical teaching, learning environment, learning satisfaction, clinical competencies, CCTEI, teaching effectiveness assessment, motivation, feedback, practical skills

The study did not receive external funding

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