Changes in Pediatric Residents' Perceptions of Their Continuity Experience During Their Training: A National Study

Feigelman, Susan; Olsson, John; Drutz, Jan E.; Dungy, Claibourne I.; Lopreiato, Joseph; Serwint, Janet R.; Meltzer, Alan J.; Hillenbrand, Karin; Bogen, Debra L.; Tanz, Robert R.; Monn, Rachel; Algranati, Paula S.; Kittredge, Diane; Vijjeswarapu, Daniel; Riley, William J.; Pasquinelli, Lawrence M; Mazurek, Jill; Reisen, Sharon; Sectish, Theodore C.; Schaeffer, H; Derco, Keith; Blaschke, Gregory S.; Hetzler, Theresea; Jaffe, Arthur C.; Volin, Beth; Ball, Thomas M.; Dumont-Driscoll, Marilyn; Campbell, Lisa; Walburn, John Norman; Dabrow, Sharon; Barratt, Michelle S.; Ferguson, Laura; Beach, Patricia S.; May, Adam M.; Cantor, Gale; Kelly, Catherine; Forsyth, Brian W.C.

doi:10.1367/a04-137r1.1

Cited by 10 publications

(8 citation statements)

References 14 publications

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“…Some students even felt they were the primary physician for their patients, 56,57 increasing their sense of responsibility for patient care 40,50 . Students felt that the responsibilities they bore for independently providing patient care were adequate for their level of training 45,56–58 . Both students 39,48,49 and preceptors 59,60 thought that a longitudinal training model provided a more realistic view of working as a doctor, when compared with a block training model.…”

Section: Resultsmentioning

confidence: 99%

Longitudinal training models for entrusting students with independent patient care?: A systematic review

et al. 2021

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Objective The participation of students from both undergraduate medical education (UGME) and postgraduate medical education (PGME) in independent patient care contributes to the development of knowledge, skills and the professional identity of students. A continuing collaboration between students and their preceptor might contribute to opportunities for students to independently provide patient care. In this systematic review, we aim to evaluate whether longitudinal training models facilitate the independent practice of students and what characteristics of longitudinal training models contribute to this process. Method This systematic review was performed according to the PRISMA guidelines. In May 2020, we performed a search in three databases. Articles evaluating the impact of longitudinal training models on the independent practice of students from both UGME and PGME programmes were eligible for the study. A total of 68 articles were included in the study. Quality of the included studies was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). Results Both UGME and PGME students in longitudinal training models are more frequently allowed to provide patient care independently when compared with their block model peers, and they also feel better prepared for independent practice at the end of their training programme. Several factors related to longitudinal training models stimulate opportunities for students to work independently. The most important factors in this process are the longitudinal relationships with preceptors and with the health care team. Conclusion Due to the ongoing collaboration between students and their preceptor, they develop an intensive and supportive mutual relationship, allowing for the development of a safe learning environment. As a result, the professional development of students is fostered, and students gradually become part of the health care team, allowing them the opportunity to engage in independent patient care.

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Section: Resultsmentioning

confidence: 99%

Longitudinal training models for entrusting students with independent patient care?: A systematic review

et al. 2021

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“…6 There are a multitude of reasons why residents struggle to be identified as the primary health care provider, including less time in clinic, other responsibilities, lesser knowledge and experience, and work hour restrictions. [6][7][8][9][10][11] Preserving resident continuity of care continues to be a challenge in our practice. Caregivers calling to schedule an appointment are often informed, "you will be seeing your doctor and his/her resident."…”

Section: Discussionmentioning

confidence: 99%

“…5 Residents may struggle to be identified as the primary care provider from both their perspective and the family's perspective. [6][7][8] Studies have also examined the resident experience in continuity clinic and demonstrated that residents feel inadequately prepared to provide anticipatory guidance on many topics such as media use, injury prevention, and oral health. [9][10][11] In the setting of an academic teaching hospital with multiple providers, specifically physician trainees, interacting with our families our goal was to understand how parents perceived the coverage of anticipatory guidance topics and whether the items discussed coincided with their preferences for information.…”

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confidence: 99%

Does Trainee Involvement Affect Anticipatory Guidance in Well-Child Care?

Sgrignoli

Lehman

Sekhar

2013

Clin Pediatr (Phila)

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“…In contrast, conventional models of scheduling in continuity clinics are plagued by episodic care and decreased continuity as patients simply do not have access to their providers when they need them. 24,25 Although there are multiple determinants of resident satisfaction in continuity clinics, 12,[26][27][28] it is paramount that schedules balance educational opportunities through patient interactions and didactic opportunities through faculty encounters and understanding practice management. AA seems to offer this alternative.…”

Section: Discussionmentioning

confidence: 99%

Improving Quality and Patient Satisfaction in a Pediatric Resident Continuity Clinic Through Advanced Access Scheduling

Tuli¹,

Thompson

Ryan³

et al. 2010

Journal of Graduate Medical Education

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Changes in Pediatric Residents' Perceptions of Their Continuity Experience During Their Training: A National Study

Cited by 10 publications

References 14 publications

Longitudinal training models for entrusting students with independent patient care?: A systematic review

Longitudinal training models for entrusting students with independent patient care?: A systematic review

Does Trainee Involvement Affect Anticipatory Guidance in Well-Child Care?

Improving Quality and Patient Satisfaction in a Pediatric Resident Continuity Clinic Through Advanced Access Scheduling

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