Early patient contact in primary care: a new challenge

Haffling, Ann‐Christin; Håkansson, Anders; Hagander, Barbro

doi:10.1046/j.1365-2923.2001.01001.x

Cited by 34 publications

(37 citation statements)

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“…Haffling et al defined the features of early patient contact as more teaching from a community base, changing the setting from that of a hospital to general practice, in the first part of the curriculum. The main aim was to offer students opportunities to learn communication and examination skills (10). Furthermore, a World Federation of Medical Education statement emphasized that ''students should meet patients early on'' (33).…”

Section: Discussionmentioning

confidence: 99%

“…The terms used to define the concept of gaining early practical experience are also rather different and include early patient experience, early patient contact (10,14,15), early integrated patient contact (15), early clinical exposure (16,17), early clinical experience (7,11), early practical experience (13,18), early clinical contact (12,19), learning from early experience (1), early studentÁpatient contact (13), and early patient encounter (20). Although there is no consensus on the definition of ECE in the literature, it can be defined as an ''authentic human contact in a social or clinical context that enhances learning of health, illness and/ or disease, and the role of the health professional'', occurring in the early or preclinical years of undergraduate education (21).…”

Section: Introductionmentioning

confidence: 99%

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Early clinical exposure in medical curricula across Europe: An overview

Başak¹,

Yaphe²,

Spiegel³

et al. 2009

European Journal of General Practice

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Background: Many faculties of medicine now include programmes using early clinical exposure (ECE) to introduce medical students to important topics in medicine. Objective: To sketch the landscape of ECE in Europe, describing existing courses. Methods: A survey questionnaire was developed by the Basic Medical Education Committee of the European Academy of Teachers in General Practice (EURACT). This survey used the key informant interviews method, with EURACT Council members serving as key informants by filling in the questionnaire and gathering descriptive data on ECE programmes in their own countries. Results: We asked representatives of 32 EURACT member countries to complete the questionnaire in 2006. We received responses from 21 countries, and the programmes of 40 medical schools from 16 countries were included in the study. Thirty-two medical schools implemented ECE starting in the first year. The duration of ECE programmes ranged from 2 weeks to 2 years. The length of each session varied from 2 hours to a full day. Primary care played an important role in ECE. ECE programmes were implemented with a wide range of objectives.Conclusion: ECE is a new and rewarding trend in European medical schools, and general practice/family medicine (GP/FM) departments are widely involved in these teaching activities. This could help establish GP/FM departments in some countries that still do not have them in their medical schools.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Early clinical exposure in medical curricula across Europe: An overview

Başak¹,

Yaphe²,

Spiegel³

et al. 2009

European Journal of General Practice

View full text Add to dashboard Cite

show abstract

“…En este sentido, y de formas diversas, ya ha sido utilizada por otras universidades como Sherbrooke [14], Leeds [15], Aarhus [16], Malmö [9], Otago [17], Linköping [18], Heidelberg [19], Natal [20], Glasgow [21], East Anglia [22] y Götheborg [23]. De hecho, la mayoría de las universidades británicas [22] y suecas [23] incluyen tales actividades en sus planes de estudio.…”

Section: Discussionunclassified

“…Las razones que justificarían tal opinión son diversas, pero se basan generalmente en la necesidad de que los futuros médicos conozcan los ámbi-tos donde se realiza la actividad clínica, los complejos procesos de la relación médico-paciente, las técnicas de comunicación y los condicionantes sociales que modelan la enfermedad, entre otros [9]. Así, una conferencia de consenso reciente ha sugerido que la experiencia temprana podría orientar los planes de estudio de medicina hacia el contexto social de la práctica médica, ayudaría a facilitar la transición al ambiente clínico, aumentaría la motivación de los estudiantes y facilitaría su interacción con los pacientes [10].…”

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Contacto precoz con la realidad asistencial: una experiencia piloto en medicina

2011

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ORIGINAL IntroducciónTradicionalmente, el primer contacto de los estudiantes de medicina con los pacientes aparece en el tercer curso de sus estudios, cuando han adquirido una formación suficiente en las disciplinas básicas y entran en el período clínico de su formación, que incluye la fisiopatología y la semiología de las distintas enfermedades por aparatos y sistemas. Esta división entre el ciclo preclínico y clínico ha sido la norma durante la mayor parte del siglo xx [1]. No obstante, desde la publicación del informe del Ge-

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“…EPC has often accompanied a shift towards community based education, in which both students (Howe 2001) and GPs have been pleased with their new role (Haffling et al 2001). A number of studies have shown significant positive impacts of community based training (Murray et al 1997;Hampshire 1998;Worley et al 2000), though some of these have focused on the later years of training, and few have been able to say whether it is the timing, the patient contact, or the learning environment that has led to these benefits.…”

Section: Introductionmentioning

confidence: 99%

A survey of UK medical schools' arrangements for early patient contact

2007

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Background: Many U.K. medical schools have patient contact in the first two years of the undergraduate course. Aim: To compare the purposes and organization of early patient contact in UK medical schools and to relate these arrangements to the schools' curricular objectives. Methods: A telephone survey of lead educators in UK medicals schools. Categories of contact were plotted against phases of the course to discern patterns of organisation. Results: The quantity of contact varies considerably (four to 65 days). There is a pattern, with learning objectives around the social context of health and illness preceding skills based work and integrated clinical knowledge for practice coming later. Schools fall into three categories: close adherence to the preclinical/clinical split, with limited early contact acting as an introduction to social aspects of health; provision of substantial patient contact to maximize the integration of knowledge and skills; and transitional, with limited clinical goals. General practice provides between one third and one half of early patient contact. Conclusions: Arrangements meet the objectives set by each school and reflect differing educational philosophies. Change is toward more early contact. There appears to be no national guidance which supports a minimum quantity of patient contact or specific educational purpose in the early years of U.K. basic medical training

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Early patient contact in primary care: a new challenge

Abstract: The teaching of junior medical students is maintained by the GPs' enthusiasm for teaching. However, teacher training is required and the crucial issues of time and space have to be considered.

Cited by 34 publications

References 19 publications

Early clinical exposure in medical curricula across Europe: An overview

Early clinical exposure in medical curricula across Europe: An overview

Contacto precoz con la realidad asistencial: una experiencia piloto en medicina

A survey of UK medical schools' arrangements for early patient contact

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