الفهرس 
Introduction and RationaleOnly 14 pages are availabe for public view
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Abstract
EL in the clinical environment has many advantages as it is focused on real problems in the context of professional practice and the students are motivated by its relevance and through active participation. Furthermore, it is the only setting in which the skills of history taking, physical examination, clinical reasoning, decision making, empathy, and professionalism can be taught and learnt integrally.
However, medical students may encounter greater challenges during their training in the CLE either in PHCC or the clinical rounds in the hospital. These challenges include intensive clinical workload, psychological stress, difficulty in communication within multi-professional teams, and lack of adequate support and mentorship. These detrimental effects not only affect the quality of EL but also threaten the learning effectiveness, physical and mental health of medical students.
Thus, measuring students’ perception of their EL is very useful and the results should be projected to the relevant authorities to utilize them as a guide for strategic planning, optimal resource utilization, and remedial actions to enhance the quality of the EL activities.
This study is a cross-sectional field survey, with an explorative component of psychometrics using a non-probability convenience sampling from all the undergraduate students (from year 1 to year 6) at the faculty of Medicine, Suez Canal University who were administered UCEEM questionnaire to measure their perception to experiential learning activities in different settings.
The UCEEM, a 25-item instrument with two overarching dimensions (experiential learning and social participation) and four subscales (Fig. 1), represents a valid, reliable and feasible multidimensional instrument for the evaluation of the clinical workplace as a learning environment for the undergraduate medical students. The instrument had not only proven useful in current quality improvement projects and studies of undergraduate clinical environments in the Swedish context, but also has the potential to become a valuable tool for benchmarking and evaluation of clinical learning climates in various contexts. The responses are on the likert scale ranging from strongly disagree to strongly agree (0: Strongly disagree, 1: Disagree, 2: Neutral, 3: Agree, 4: Strongly agree).