BackgroundThe learning environment in medical education is crucial for student development, encompassing social, psychological, and physical aspects that significantly affect learning. This study aimed to assess undergraduate medical students’ perception of the orthopaedic ward’s learning environment and examine the factors influencing their overall satisfaction during clinical rotation.MethodsThis cross sectional quantitative study was conducted in a private medical college in Pakistan. Data was collected through a pre-validated questionnaire, "The Healthcare Education Micro-Learning Environment Measure (HEMLEM)." Data analysis was done using SPSS version 23 software.ResultsA total of 205/300 students (response rate 68.33%) [103 (50.2%) males and 102(49.85) females] participated in this survey. Notably, 116 (56.6%) appreciated the ward’s welcoming, friendly, and open atmosphere, and 114(55.6%) of the respondents appreciated the ward culture where they felt free to ask questions or comment. Additionally, 111(54.7%) appreciated the faculty’s enthusiasm for teaching. A comparison between male and female students showed significantly higher satisfaction among males regarding staff attitudes and behaviours (p < .019).ConclusionUndergraduate students held a predominantly positive view of the orthopaedic ward’s learning environment, with differences observed based on gender and year of study. The study highlights the importance of both staff attitude and teaching quality in shaping the educational experience. It suggests that medical institutions should focus on enhancing teaching skills among clinicians to improve learning experiences and ultimately benefit patient care and the healthcare system.

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf

The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

Clinical education is the process of guidance and feedback on personal, professional, and educational development in the context of a trainee’s experience of providing appropriate patient care. Clinical training is a significant component of health-care education as is the supervisory process accompanying it. Clinical education is important for the development of professional skills and that is an essential component of health care education. To achieve clinical teaching and learning experience, training institutions rely on experienced and competent optometrists working as clinical supervisors to guide and assist. Additionally, clinical supervisors monitor student optometrists' ethical behavior, ensure safe people-centered practice, and enable learning and transition of didactic information into the clinical environment. These above statements were supported by Kilmster et al., 2007 who found that clinical teachers are tasked with the duty of ensuring safety. Garberson et al.,2010 found that Clinical learning provides real-life experience and opportunities for the transfer of knowledge to practical situations. Kempen et al.,2023 found that Bedside teaching (teaching in the presence of a patient) is also one of the few ways to transfer professionalism to students. To date, there has been no research done on the recruitment and retention strategies in optometry clinical preceptors but there has been some research in other disciples like O'Connor et al., 2023 who did a study in the radiography department on recruitment strategies and reported that word of mouth from active employees and online advertisement were some strategies used in the recruitment process. Sadeghian et al., 2020 in the medical science department reported that purpose-based calls to recruit prespecified individuals were used. Osborn et al., 1997 in pediatrics reported that active preceptors helped in marketing by discussing program benefits to interested community physicians. O’Connor et al 2023 reported that the Opportunity to progress played a big role In retention. Aparício et al., 2020 found that Training is effective in retention. Ramson et al., 2015 Amenable working hours and confirmed job security have a good influence on retention, and Stefopulos., 2014 Amenable working hours and market-related remuneration played a role in clinical instructors leaving.

The recruitment and retention of part-time clinical preceptors in optometry schools in South Africa is a multifaceted issue that significantly impacts the quality of optometry education and, consequently, the overall healthcare system. The above literature review has highlighted several key factors in influencing the recruitment strategies and factors affecting the retention of these essential educators. Therefore this study aims to identify and evaluate effective recruitment and retention strategies for part-time clinical preceptors in optometry schools across South Africa.

The Aalto University Student Union Member Survey examined the student union members' experiences and opinions regarding the usefulness and quality of the services provided by Aalto University Student Union (AYY) and AYY's communication channels. Main themes of the survey included housing, AAY's communication channels and services, and participation in student affairs and activities. The research was carried out by the Research Foundation for Studies and Education (Otus) and funded by AAY. First, the respondents were asked to provide information about their studies at Aalto University and their current housing situation, and to evaluate their satisfaction with the quality of their current housing. They were also asked about the length of their commute and how burdensome they found it. Views on shared housing were examined with questions on whether the respondents had ever lived in a shared student apartment or shared housing, which factors had influenced their decision to live or to not live in shared housing, and what their attitudes towards shared housing were. The importance of facilities (e.g. club rooms, sports facilities), residential activities, events and common spaces in the vicinity of the respondents' home and in their residential area were investigated. Views on how location contributed to the quality of housing and the factors based on which the respondents made study-related housing choices were also charted. Next topic was the use of AAY's communication channels. The respondents were asked about the frequency with which they used AAY's communication channels (e.g. AAY's website, mailing lists, weekly newsletters, Facebook, Instagram), which channels they primarily used to look for information about student union activities, and through which channels they would like to receive information on student union services. Further questions focused on general use of social media channels, which of these channels they would like to use to keep in touch with AAY, and the kind of information and content they would be interested in receiving from the student union. Experiences and opinions regarding services provided AAY were also examined. The respondents were asked which services provided (e.g. rental housing, legal protection counselling, rental recreational facilities, events) they had used in the past six months and how useful they found the student union services. Opinions on the usefulness of several potential services, the opening hours of the Otaniemi Services Office, and the respondents' satisfaction with their latest service point visit were investigated. Additionally, the respondents were asked about their membership and participation in associations within the student union, what kind of student events they attended or would like to attend, their participation in events organised by AAY, and their opinions on AAY's or the Aalto community's student events. The next set of questions focused on the problems the respondents had faced in their daily life as students, for instance, in matters related to their finances, housing, teaching or facilities at the university. Finally, the respondents were asked to identify the ways in which they thought they could influence student affairs and activities, whether they were interested in acting as student representatives in university administration, and whether they had voted in Representative Council elections. Background variables included variables related to the respondent's housing situation, student status, educational progression, mother tongue, gender, age group, and identification with a minority group.

U.S. citizens with a professional degree had the highest median household income in 2023, at 172,100 U.S. dollars. In comparison, those with less than a 9th grade education made significantly less money, at 35,690 U.S. dollars. Household income The median household income in the United States has fluctuated since 1990, but rose to around 70,000 U.S. dollars in 2021. Maryland had the highest median household income in the United States in 2021. Maryland’s high levels of wealth is due to several reasons, and includes the state's proximity to the nation's capital. Household income and ethnicity The median income of white non-Hispanic households in the United States had been on the rise since 1990, but declining since 2019. While income has also been on the rise, the median income of Hispanic households was much lower than those of white, non-Hispanic private households. However, the median income of Black households is even lower than Hispanic households. Income inequality is a problem without an easy solution in the United States, especially since ethnicity is a contributing factor. Systemic racism contributes to the non-White population suffering from income inequality, which causes the opportunity for growth to stagnate.