Design, implementation and evaluation of a medical education programme using the ambulatory diagnostic and treatment centre

Dent, John A.; Skene, S.; Nathwani, Dilip; Pippard, Martin J.; Ponnamperuma, Gominda; Davis, Margery H.

doi:10.1080/01421590701509720

Cited by 9 publications

(9 citation statements)

References 12 publications

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“…In a study, 95% of the learners stated that the outpatient and community settings are useful learning environments for education. [ 18 ] On the other hand, hospital settings provide learning opportunities for procedures and patient management,[ 19 ] which is in line with our findings. Duvivier et al .…”

Section: Discussionsupporting

confidence: 88%

Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

Shaterjalali

Changiz

Yamani

2018

J Edu Health Promot

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INTRODUCTION:As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards.METHODS:The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone.RESULTS:Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies.CONCLUSION:Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions.

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Section: Discussionsupporting

confidence: 88%

Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

Shaterjalali

Changiz

Yamani

2018

J Edu Health Promot

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“…Other opportunities for learning in ambulatory care can be found in clinical investigation units for endoscopy or cardiology, the radiology department and the day surgery unit. 17…”

Section: For More Senior Studentsmentioning

confidence: 99%

“…28 Prolonged attachments for senior students in a communitybased program found that students had increased patient contact, increased time in clinical settings, increased time spent being supervised and were better prepared for their forthcoming FY1 year as a junior doctor. 11,14,17 Worley 11 also reported that undergraduate medical education can safely be delivered in ambulatory and community settings without compromising academic standards.…”

Section: Community-based Medical Education Venuesmentioning

confidence: 99%

Beyond the Hospital Wards: Moving Clinical Teaching toward Ambulatory Care Venues

2015

MGM Journal of Medical Sciences

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As the style of healthcare delivery and patient expectations of medical care changes, there is a move toward more patient care and investigation being supplied beyond hospital wards in outpatient and other ambulatory care venues. Arguments are now being made that more undergraduate teaching should be provided in these venues where clinical problems more appro priate for student learning can be seen. But where can such venues be found, how can student learning be supported in these situations and who can help in student teaching beyond the traditional hospital wards?

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“…In those hospital venues less commonly used for undergraduate teaching and in regional healthcare venues, opportunities for inter-professional teaching and for experience of healthcare in the wider community setting were identified [6,7].…”

Section: Additional Venuesmentioning

confidence: 99%

Using the SPICES model to develop innovative teaching opportunities in ambulatory care venues

Dent¹

2014

Korean J Med Educ

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It is possible to begin new teaching opportunities in a variety of ambulatory care venues and design these teaching and learning programmes using the SPICES approach to curriculum reform. In an ambulatory care teaching programme it is possible to stimulate more student-centred learning and to move away from clinician-focused teaching. Opportunities for integrated learning and problem solving can be provided and an inter-professional approach fostered. Learning in the clinical context can be structured to meet both students' needs and curriculum requirements. Finally, opportunities for elective studies can be taken by students with a particular interest in a topic encountered. Developing a new teaching programme in an ambulatory care venue provides an opportunity to introduce elements of the SPICES approach to learning. The new programme created can be a model of innovative teaching in a medical school wishing to develop a revised undergraduate curriculum.

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Design, implementation and evaluation of a medical education programme using the ambulatory diagnostic and treatment centre

Abstract: An ADTC is a viable setting for structured teaching of undergraduate medical students. It provides a context for medical student leaning away from the main teaching hospital.

Cited by 9 publications

References 12 publications

Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

Beyond the Hospital Wards: Moving Clinical Teaching toward Ambulatory Care Venues

Using the SPICES model to develop innovative teaching opportunities in ambulatory care venues

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