Student Experiences in Third-year Hospital Internship Using Logbook Records

• Autor(es): Cruz, Paulo ; Prada, Sofia ; Alves, Mariana
• Data: 2025
• Origem: Jornal da Sociedade das Ciências Médicas de Lisboa
• Assunto(s): Medical education; Clinical rotation; Student experience; Digital logbook; curriculum alignment
• Tipo de Documento: Artigo científico
• Idioma: Inglês

Descrição

Objective: This study aimed to evaluate whether third-year medical students’ clinical internship met educational objectives and to assess students’ perceptions of their clinical experience. Methods: A mixed-methods, descriptive, observational study was conducted with third-year medical students at Lisbon School of Medicine. Students logged their clinical activities using a digital logbook and completed a survey assessing their satisfaction with their supervisor and respective department, skills development, and overall experience. Descriptive statistics were used for quantitative analysis, while qualitative feedback was thematically categorized. Results: Of the 369 participating students, 99.5% completed the digital logbook, documenting their clinical activities. The data revealed strong engagement in core clinical procedures, with cardiovascular, pulmonary, and abdominal examinations performed by over 85% of students. In contrast, exposure to the neurological, musculoskeletal, and genital-urinary systems was significantly lower, ranging from 26% to 64%. Participation in key procedural and communication skills varied significantly, with participation in writing patient charts by 54% and communication of bad news recorded by only 25% of students. While survey responses indicated high satisfaction with the overall learning experience, variations in specialty exposure and procedural opportunities emerged as areas for improvement. Significance: Students demonstrated strong engagement in core clinical procedures and reported high satisfaction, but gaps in training for specific systems, communication skills, and hands-on training were identified. Addressing these disparities can enhance clinical education and improve alignment with curricular objectives.