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ORIGINAL RESEARCH article

Front. Med.

Sec. Healthcare Professions Education

Volume 12 - 2025 | doi: 10.3389/fmed.2025.1671631

This article is part of the Research TopicThe Importance of Faculty Development in Medical EducationView all 28 articles

Knowledge and Attitudes Toward Clinical Laboratory Medicine Among Undergraduate Medical Interns in China: A Cross-Sectional Survey

Provisionally accepted
Yonggang  YangYonggang Yang*Jiyun  TianJiyun TianBaobing  ChenBaobing ChenSong  ChenSong Chen
  • The Third People's Hospital of Hangzhou, Hangzhou, China

The final, formatted version of the article will be published soon.

Introduction: Undergraduate clinical medical interns often lack systematic laboratory medicine training, potentially impacting their diagnostic reasoning and patient safety. This study aimed to assess the perceived knowledge and attitudes towards clinical laboratory medicine among this population in China, addressing a significant gap in medical education evaluation. Methods: A cross-sectional study was conducted from March to April 2025 ​across 11 general hospitals in Eastern China​ (Shanghai, Hangzhou, Nanjing, Suzhou, Ningbo, Xuzhou, Shaoxing, Yangzhou, Huzhou, and Taizhou). The self-developed and validated 13-item Clinical Laboratory Knowledge and Attitudes Questionnaire (CLKAQ) was structured in three domains: Knowledge, Attitudes and Suggestions. All 303 clinical interns completed the instrument. SPSS 25.0 and AMOS 26.0 were used. Descriptive statistics (frequencies/percentages for qualitative data; mean ± SD for quantitative data) summarized characteristics, knowledge, and attitudes. Scale reliability and validity were confirmed. Normality was assessed via Kolmogorov-Smirnov test. Group comparisons (gender, age, city tier) employed Mann-Whitney U and Kruskal-Wallis tests. Spearman correlation examined knowledge-attitude relationships. Multiple response and content analysis supplemented quantitative findings. Results: The mean self-perceived knowledge scale score (5-point Likert scale) among the 303 interns was 2.22 ± 0.424. The mean attitude scale score (5-point Likert scale) was 4.05 ± 0.312. Significant differences emerged in key competencies: ​Gender disparities​ in report interpretation (Q3), perceived importance of laboratory knowledge (Q5), and learning motivation (Q7); ​Age-group variations​ in perceived knowledge adequacy (Q1), (Q5) and (Q7); Interns from third-tier cities demonstrated consistently higher self-perceived competence across all knowledge and attitude dimensions than those in tier-1/2 cities (p<0.05). A weak positive correlation linked knowledge and attitude levels (r=0.171, P<0.05). Critical differences were noted in preferred learning channels (Q10) and perceived barriers (Q11). Regarding open-ended questions, all interns expressed the need for increased clinical laboratory knowledge training and provided specific suggestions for such training. Conclusion: Undergraduate clinical interns demonstrated suboptimal clinical laboratory knowledge but expressed highly positive attitudes towards learning. This underscores the critical need to enhance clinical laboratory training during clerkship. Implementing measures to improve knowledge is necessary. These findings inform curriculum optimization and educational strategy development for clinical continuing education.

Keywords: Medical school curriculum, Laboratory Medicine knowledge, Clinical medicine students, Undergraduate Medical Education, Medical interns

Received: 25 Jul 2025; Accepted: 16 Sep 2025.

Copyright: © 2025 Yang, Tian, Chen and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Yonggang Yang, 43754962@qq.com

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