Impact of Neurosurgery Clerkship on Medical Students’ Perception of Being a Physician and Professional Identity

Year 2026, Volume: 16 Issue: 2, 78 - 85, 27.03.2026

Yasin Taşkın , Yunus Emre Kuyucu

https://doi.org/10.16899/jcm.1850599

https://izlik.org/JA38JC93SZ

Abstract

Abstract Background/Aims: The aim of this study was to evaluate the impact of the neurosurgery clerkship on fifth-year medical students’ perceptions of the medical profession, professional identity, and learning experiences. Materials and Methods: This cross-sectional, questionnaire-based study included 116 fifth-year medical students who had completed their neurosurgery rotation. A structured survey instrument was used to assess students’ demographic characteristics, perceptions of neurosurgery, sources of motivation, factors influencing the learning process, perceptions of burnout, and anticipated changes in their outlook on the medical profession following the rotation. Comparisons between groups were performed using the Chi-square test. Results: A total of 60.3% of participants reported that they expected a positive change in their perspective on the medical profession following completion of the neurosurgery clerkship. Neurosurgery was perceived as highly satisfying, particularly due to its association with life-saving surgical interventions and the management of complex clinical cases. The most challenging component of surgical practice was identified as making rapid intraoperative decisions. The presence of an experienced mentor was the most influential factor enhancing the learning experience, whereas burnout was most commonly associated with disruption of work–life balance. Conclusion: The neurosurgery clerkship provides medical students with a transformative educational experience that contributes not only to technical learning but also to the strengthening of professional identity and attitudes toward the medical profession. These findings suggest that clerkship models incorporating mentorship and structured clinical responsibility may play a critical role in supporting professional identity formation in medical education.

Keywords

Neurosurgery clerkship , Medical education , Professional identity , Perception of medicine , Mentorship , Medical students

Ethical Statement

The research received ethical approval from the Tokat Gaziosmanpaşa University Non-Interventional Scientific Research Ethics Committee (02.12.2025, Approval No: 25-MOBAEK-421).

Supporting Institution

None

Thanks

None

Nöroşirürji Stajının Tıp Fakültesi Öğrencilerinin Doktorluk Algısı ve Profesyonel Kimlikleri Üzerindeki Etkisi

https://izlik.org/JA38JC93SZ

Abstract

Özet Amaç: Bu çalışmanın amacı, nöroşirürji stajının 5. sınıf tıp fakültesi öğrencilerinin tıp mesleğine bakışları, profesyonel kimlik algıları ve öğrenme deneyimleri üzerindeki etkisini değerlendirmektir. Gereç ve Yöntem: Bu kesitsel ve anket temelli çalışmaya, nöroşirürji stajını tamamlamış 116 adet 5. sınıf tıp fakültesi öğrencisi dâhil edildi. Yapılandırılmış bir anket formu kullanılarak öğrencilerin demografik özellikleri, nöroşirürjiye ilişkin algıları, motivasyon kaynakları, öğrenme sürecini etkileyen faktörler, tükenmişlik algıları ve staj sonrasında tıp mesleğine bakışlarında beklenen değişimler değerlendirildi. Gruplar arası karşılaştırmalar Ki-kare testi ile yapıldı. Bulgular: Katılımcıların %60,3’ü, nöroşirürji stajını tamamladıktan sonra tıp mesleğine bakışlarında olumlu bir değişim beklediklerini bildirdi. Nöroşirürji, özellikle hayat kurtarıcı cerrahi girişimler ve karmaşık klinik vakaların yönetimi ile ilişkili olması nedeniyle yüksek düzeyde tatmin edici bir alan olarak değerlendirildi. Cerrahi uygulamanın en zorlayıcı bileşeni, operasyon sırasında hızlı karar verme olarak tanımlandı. Deneyimli bir mentor varlığı öğrenme sürecini en fazla güçlendiren faktör olurken, tükenmişliğin en sık iş–özel yaşam dengesi bozulması ile ilişkili olduğu bildirildi. Sonuç: Nöroşirürji stajı, tıp fakültesi öğrencilerine yalnızca teknik öğrenmeye katkı sağlayan bir süreç değil, aynı zamanda profesyonel kimlik ve tıp mesleğine yönelik tutumların güçlenmesine katkıda bulunan dönüştürücü bir eğitim deneyimi sunmaktadır. Elde edilen bulgular, mentorluk ve yapılandırılmış klinik sorumluluk içeren staj modellerinin tıp eğitiminde profesyonel kimlik gelişimini desteklemede kritik rol oynayabileceğini göstermektedir.

Keywords

Nöroşirürji stajı , Tıp eğitimi , Profesyonel kimlik , Tıp mesleğine bakış , Mentorluk , Tıp öğrencileri

Ethical Statement

Araştırma, Tokat Gaziosmanpaşa Üniversitesi Girişimsel Olmayan Bilimsel Araştırmalar Etik Kurulu'ndan etik onay almıştır (02.12.2025, Onay No: 25-MOBAEK-421).

Supporting Institution

Yok

Thanks

Yok

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