Official websites use. Share sensitive information only on official, secure websites. KA has no affiliation with Damascus University. This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Major revisions include the incorporation of a conceptual framework of Gruppen et al of the learning environment in order to illuminate and magnify our findings.
This conceptual framework depicts the learning environment to have psychosocial and material dimensions. The psychosocial is divided to three components, personal; social; and organizational. This framework was used to define the learning environment as well as interpreting the study findings. The material component effect on the clinical learning environment was prominent in our study and it is an aspect previous studies did not focus on.
The adopted research paradigm and qualitative approach has been stated clearly; the iterative process was explained and code development was elaborated on. A fishbone diagram has been added to map out our results. The significance of our paper to the clinical learning environment literature has been highlighted as there is evidence supporting the transferability of our findings to other similar contexts. Thus, making our findings of importance not only to Damascus Universities but also other ones that share the same core characteristics with the aforementioned university.
Introduction: In Syria, specialist dentists undergo five years of undergraduate education and four years of postgraduate education. In the latter, students engage in treating complex cases as part of their professional training. This study aimed to obtain in-depth qualitative understanding of the clinical learning environment at Damascus University Faculty of Dental Medicine, Syria. Methods: Semi-structured interviews were held with eight postgraduate dental students at Damascus University Faculty of Dental Medicine.
The faculty has eight clinical departments; therefore, a single participant was purposively sampled from each department. The male-female ratio of the eight interviewed participants was All interviews were conducted between 26 th April and 8 th January Data was analyzed inductively using reflective thematic analysis.
