1. Study Purpose
Clinical training is a training practice improving job competence as future emergency medical technician by applying theory and knowledge of major learned in school of a college curriculum to hospital field to offer emergency
medical service of a high quality to emergency patients. This study is to raise efficiency of clinical training education by understanding perception types of hospital clinical training experience of students majoring in Emergency Rescue.

2. Study Method
Objects of this study are 31 third graders experiencing clinical training in regional emergency medical center and local emergency medical center of K, Y and S City for four weeks as students of Emergency Rescue Department in C University located in S City. The researcher was licensed(KNU_IRB_2016-22) in deliberation of institutional review board in K University, and after explaining study purpose and process to study objects, the researcher got agreement of objects who would like to participate and then conducted it. Data collection was from June 25 2016 to August 13 2016, and research process was that Q Population was formed so Q Sample was selected and Q Card and Q Sample Distribution Chart were made, and P Sample was selected so Q Classification was conducted. Collected data was analyzed by factorial analysis by using PC QUANL Program.

3. Study Results
1) Percentage of Elgen Value Variables by Types
As a result of the study, four types explain 44.1% of the whole variables, and explanation power of the first type is 22.4%, explanation power of the second type is 8.6%, explanation power of the third type is 6.9%, and explanation power of the fourth type is 6.2%.

2) Analysis by Types
(1) The First Type: Self-improvement-oriented Type
The first type includes 8 students of 31 total objects. A statement that objects belonging to the first type positively agreed is “25. I thought that emergency medical technician is responsible for saving patients(Z= 248)”, and statements that the objects negatively agreed are “26. My attention relaxed as training goes by(Z=-1.56)” and “7. Practice hours were too long and it was difficult to adapt to a three-shift system so it was physically hard(Z=-1.52)”

(2) The Second Type: Training Site Avoidant Type
The second type includes 8 students of 31 total objects. Statements that objects belonging to the second type positively agreed are “06. It was sorry on training because of insufficient medical knowledge(Z=1.75)” and “22. When I did not actively do skills that I know or I can do, I felt uncomfortable and miserable(Z=1.22)”, and statements that the objects negatively agreed are “13. When I saw a dead patient, I walked away.(Z=-2.23)” and “26. My attention relaxed as training goes by(Z=-1.56)”

(3) The Third Type: Confidence Acquisition Type
The third type includes 7 students of 31 total objects. Statements that objects belonging to the third type positively agreed are “36. When I was praised by a patient for good conducted evaluation and treatment, I felt good(Z=1.91).” and “05. I tried to do one more skill in training(Z=1.53)”, and statements that the objects negatively agreed are “26. My attention relaxed as training goes by(Z=-1.56)” and “23. There is a moment when I thought ‘I am a nuisance.’ in training agency(Z=-1.93)”

(4) The Fourth Type: Over-will Type
The fourth type includes 8 students of 31 total objects. Statements that objects belonging to the fourth type positively agreed are “27. It was helpful because I could learn work better in a university hospital(Z=2.19)” and “04. When I started training, I brimmed over with enthusiasm with an idea that I will do everything(Z=1.11)”, and statements that the objects negatively agreed are “12. Hospital training is more active and fun than fire-fighting training, so it was good(Z:-2.07)” and “32. As time passed, when I saw a dead patient, I was calm(Z=-1.76)”

4. Conclusion
Through this study, the researcher understood perception types of clinical training experience of students in the Department of Emergency Rescue. Professors in the Department of Emergency Rescue and clinical training managers should understand perception types of clinical training experience, and should lend assistance to have a positive impact on improvements in job performance in clinic with direction guidance of clinical training education according to types on planning clinical training.

Key Words: Clinical Training Experience, Students in the Department of Emergency Rescue, Perception