Clinical exposure during clinical method attachments in general practice

Bryant, Pauline; Hartley, Sarah; Coppola, William; Berlin, Anita; Modell, Michael; Murray, Elizabeth

doi:10.1046/j.1365-2923.2003.01597.x

Cited by 25 publications

(12 citation statements)

References 3 publications

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“…Parle et al and Bryant described how students who were attached to general practice during their medical firms also learnt opportunistically about abdominal pain and peripheral vascular disease, in addition to medical symptoms and signs. 6,7 Furthermore, Nicholson et al described a community-based obstetrics and gynaecology module that was delivered in the fourth year, which was well received by students. 8 …”

Section: Introductionmentioning

confidence: 99%

Student perceptions of GP teachers’ role in community-based undergraduate surgical education: a qualitative study

Powell

Easton

2012

JRSM Short Reports

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ObjectivesTo evaluate medical students' perceptions of a new community-based surgical module being delivered as part of a third-year clinical methods teaching (CMT) course at Imperial College, London.DesignA qualitative study using focus group interviews with medical students who had recently completed the surgical module. Focus group discussions were recorded, transcribed and analysed to identify key categories that reflected the positive and negative aspects of the student's perspectives.SettingImperial College, LondonParticipantsTwo groups of fourth-year medical students were invited to participate in the focus groups. The first group consisted of seven students from the surgery and Anaesthesia BSc course. The second group consisted of a random sample of five students from other BSc courses at Imperial College.Main Outcome MeasuresThese were not defined pre-study as the purpose of the study was to obtain student perceptions of the surgical module. Facilitators were given guide questions to aid consistency and prompted discussion where required using an inductive approach to the topics discussed by the students.ResultsStudent opinions of surgical teaching delivered in the community compared favourably with the surgical teaching delivered in hospitals. Students identified the key benefits as: having protected time to learn, regular access to suitable patients, and teaching that was more learner-centred. Challenges identified by students included the GPs' lack of specialist knowledge and teaching that was dictated by individual interests rather than the syllabus.ConclusionsCommunity-based teaching has been widely used to deliver teaching traditionally taught in hospital settings. However, surgical skills are still taught largely by surgical specialists within hospitals. Our study suggests that students are receptive to GPs teaching surgical topics in the community and perceive GPs as competent teachers. This study suggests that there may be benefits in delivering traditional surgical modules in community settings. Providing training for teachers may be a key factor in ensuring quality of surgical teaching for all students.

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Section: Introductionmentioning

confidence: 99%

Student perceptions of GP teachers’ role in community-based undergraduate surgical education: a qualitative study

Powell

Easton

2012

JRSM Short Reports

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“…36 Murray and colleagues have pointed to the need to audit the clinical conditions students encounter in order to design more effective courses that exploit the complementary clinical experience available in hospital and community settings. 37 This is particularly apposite in the light of reports of students' declining clinical experience during the late 1980s and 1990s. 38,39 Whilst curriculum reform in this area has undoubtedly brought novel benefits, whether primary care has the capacity to cope with greater student numbers without compromising the advantages of community education is uncertain.…”

Section: Community-based Teaching and Learningmentioning

confidence: 96%

Beyond 'Tomorrow's Doctors': a review of basic medical education in the UK

Lloyd-Jones

2005

Annals of Tropical Paediatrics

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Basic medical education in the UK has been radically reshaped in the past 15 years, prompted by the General Medical Council who drove, supported and monitored the changes. Central aims of the reform included a reduction in curricular factual content, greater prominence of skills acquisition, eradication of the pre-clinical/clinical divide and a higher profile for community-based teaching and learning. Some of the major developments are outlined, although change continues in other areas. Consequences of the initiative include greater choice in the courses now offered to applicants to medical school, the growth of medical education units within medical schools and greater interest in medical education generally.

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“…Learning in clinical settings provides students with opportunities to integrate their theoretical knowledge with practical and professional skills [9]. Placements socialise students into workplace communities at increasingly higher levels of performance and responsibility under the guidance of qualified practitioners [10] and [11]. However, such learning is not without potential difficulties, and has been identified as a source of student stress [12].…”

Section: Introductionmentioning

confidence: 99%

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

Dean

Levis

2016

Physiotherapy

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ObjectivesTo establish the rationale for using a lecturer as a visiting tutor, and to identify the activities undertaken during clinical placements to support student learning and assessment in practice. DesignA secure electronic survey was used to incorporate qualitative and quantitative data collection procedures. SettingThirty-three higher education institution (HEI) providers of physiotherapy education in the UK, registered with the Chartered Society of Physiotherapy. ParticipantsUK HEI physiotherapy placement coordinators. Main outcome measuresA questionnaire was used to examine HEI perceptions. A pilot focus group consultation informed the questionnaire content. Surveys were analysed based on the proportion of responses to closed questions on an adapted Likert scale, with further thematic analysis of open questions. ResultsAll 25 respondents (25/33, 76%) indicated their provision of support for students and clinical edu ato s th oughout thei li i al pla e e ts. Fa e-to-fa e e gage e t du i g the pla e e t visit was viewed as essential to guide the clinical educator to provide a consistent approach to learning and assessment strategies; ensuring cohesion between theoretical and clinical components of the curriculum was viewed as a core objective by visiting academic tutors. However, the emergent themes highlighted ke diffe e es et ee HEIs pe spe ti es of hat this suppo t fo li i al placement learning should entail. ConclusionsThe majority of HEIs endorse the use of a lecturer as a visiting tutor to inform and maintain the standard of learning and assessment within the clinical placement. However, the value of this interaction requires confirmation via other stakeholders, and exploration of other forms of non-faceto-face support processes warrant further investigation.

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Clinical exposure during clinical method attachments in general practice

Cited by 25 publications

References 3 publications

Student perceptions of GP teachers’ role in community-based undergraduate surgical education: a qualitative study

Student perceptions of GP teachers’ role in community-based undergraduate surgical education: a qualitative study

Beyond 'Tomorrow's Doctors': a review of basic medical education in the UK

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

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