EVALUATING THE SIGNIFICANCE OF SENIORITY: A QUALITATIVE PERSPECTIVE OF TEACHERS’SENIORITY ON CLINICAL LEARNING IN UNDERGRADUATE MEDICAL STUDENTS OF PAKISTAN

Background: Clinical Clerkship is a uniquely immersive learning experience in hospital settings. During Clerkship years, students interact with a diverse clinical team, varying in age and seniority, ranging from senior Professorial staff to post-graduate residents. This disparateness in teaching experiences provides an exceptionally challenging learning environment. However, not much scientific data is available regarding the effect of this disparity on student perception clinical skill learning. Objective: This study was aimed at evaluating students experience and their perception regarding seniority of teaching faculty and its impact on their learning. Methodology: This study was conducted with Final Year undergraduate medical students of University College of Medicine, The University of Lahore. We used purposive sampling and three focus group discussions were conducted to evaluate students’ perception of their learning experience with senior and junior faculty members, and their suggestions about who should be involved in Clerkship activities was obtained. Late thematic analysis was performed. Reliability, was ensured through member checking and qualitative analysis was performed by two independent researchers. Results.  Students perceived that senior faculty members to be more “knowledgeable, have Practical insight” and provide “Real world relevance” but do exhibit” confirmation bias”, insufficient presence” and cognitive overload. Junior faculty was reported to be more  “student-friendly”, “ensured provision of examination-oriented knowledge”, had “better skill” demonstration but “lacked leadership and managing abilities” resulting in “Poor class control”. Conclusion: Students perceived better learning with junior faculty members especially for Clinical methods, however they perceived that interaction with senior faculty is helpful in familiarization high-stake assessment.