The influence of workplace learning on the development of medical students’ professional identity
Fábry Szabolcs
Theoretical and Translational Medicine Division
Dr. Kellermayer Miklós
SE Családorvosi Tanszék, 551. terem
2026-10-20 14:00:00
Clinical application of basic science results
Dr. Vásárhelyi Barna
Dr. Eőry Ajándék
Dr. Kiss Levente
Dr. Nánási Anna
Dr. Kellermayer Miklós
Dr. Sótonyi Péter
Dr. Csikós Ágnes
Students learn medicine in authentic workplaces, so instruments were developed to assess the impact of the learning environment. The Manchester Clinical Placement Index (MCPI) is an eight-item, mixed-methods instrument developed to evaluate medical students’ real-patient learning. Although it is widely used in English-language context, there was limited evidence of its applicability to other languages; therefore, one aim of the present work was to examine the factor structure and key psychometric properties of the Hungarian version of the MCPI. In parallel, recognising that real life experiences are central to the development of medical students’ identity, the second objective was to explore the constituents of real patient learning in the preclinical years of medical students.
As part of this work, the MCPI was used to collect cross-sectional data among medical students in both preclinical and clinical years, after which factor analysis was performed. In a parallel cross-sectional study, the MCPI was used to assess the influence of the learning environment in the preclinical years of medical students, followed by an examination of the students’ free-text responses using latent construct analysis.
The results of the psychometric analysis indicated that although a bifactor model demonstrated the best overall model fit, but the strong reliability of the general factor supported the interpretation of the Hungarian version of the MCPI as a unidimensional instrument, while the distinct application of the subscales was not statistically supported due to their low reliabilities. This observation can be explained by socio-cultural differences between the original and present contexts, whereas the evaluation itself provides an important foundation for continuous quality improvement.
The qualitative analysis of early clinical experience revealed three central themes: the influence of contextual factors in facilitating active student involvement; the importance of observation and personalised feedback as core elements of learning; and sources of tension for both students and preceptors. The factors listed above supported the formation of knowledge in an authentic clinical context, while the professional empathy of the preceptors set an example to follow, thereby supporting a humane, person-centred approach to care and the development of professional identity. Overall, our findings stress the importance of the welcoming atmosphere and preceptorial support.
