Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina

R, Isabel Leiva; C, Marcela Bitrán; P, Fernando Saldías

doi:10.4067/s0034-98872012000500009

Cited by 3 publications

(7 citation statements)

References 17 publications

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“…According to Karkabi, there is no established standard regarding what an academic outpatient clinic should contain in terms of equipment, rooms, and staff 27 . Problems with the care environment, such as inadequate office space and furniture, a lack of equipment, and even the absence of an appropriate place for private discussions with students, were identified as the second most frequent set of barriers to outpatient medical education 2 , 18 , 31 , 32 . Small offices unable to accommodate patients, faculty, and seated students were reported as a recurrent issue in several countries 2 .…”

Section: Resultsmentioning

confidence: 99%

“…Several studies noted outpatient units without technological access to information as a significant factor negatively impacting the quality of education 32 , 35 , 36 . Several studies advanced the need for access to information via the Internet due to its clear educational benefits.…”

Section: Resultsmentioning

confidence: 99%

“…Thus, it is a place naturally exposed to service pressures 11 , 23 , 31 . Insufficient time for teaching, a factor often related to academic staff, as well as the requirements of health institutions, especially those with high patient demands, was found to be the most frequent and relevant barrier to outpatient medical education in several studies 2 , 5 , 6 , 10 , 11 , 15 , 18 , 19 , 20 , 23 , 25 , 27 , 28 , 29 , 31 , 32 , 34 , 37 , 38 , 39 , 42 . Moreover, one study noted that the diversity of diagnoses in outpatient clinics is a limiting factor for teaching, making it difficult to standardize the curriculum 21 …”

Section: Resultsmentioning

confidence: 99%

“…Although research indicates that most patients agree to participate in academic activities, it is important that they are aware that, in outpatient clinics, care is more time-consuming and requires longer waiting times 33 . This understanding prevents significant stress for academic staff, students, and patients 5 , 32 , 33 . One study noted several student-related barriers, including student difficulties in prescribing medications, as well as addressing language barriers and different beliefs of students and patients 15 .…”

Section: Resultsmentioning

confidence: 99%

“…One study noted several student-related barriers, including student difficulties in prescribing medications, as well as addressing language barriers and different beliefs of students and patients 15 . Another study noted a lack of student interest and commitment as barriers to teaching 32 . The same study reported that patient absenteeism is an important barrier to teaching, but did not suggest any solutions to mitigate this issue 32 …”

Section: Resultsmentioning

confidence: 99%

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Barriers to outpatient education for medical students: a narrative review

et al. 2019

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ObjectivesThis study surveys medical education literature published over the last 25 years (1993–2018) to identify the factors scholars consider deleterious to outpatient teaching for medical students. MethodsThis study conducts a review of medical education literature published between 1993 and 2018 using Medline, Lilacs, Ibecs, Cochrane Library, and Scielo databases. The following search terms were utilized: “Education, Medical, Undergraduate” AND “Ambulatory Care” AND “Teaching/methods” OR “Clinical Clerkship” OR “Preceptorship.” This study focuses on papers describing deleterious factors for outpatient teaching with medical students and analyzes their results, discussions, and conclusions sections. ResultsOf the 363 articles obtained, this study selected 33 for analysis. These papers identify numerous factors as barriers to outpatient education. For didactic purposes, these factors are categorized into four barrier groups: environment-institution, academic staff, students, and patients. Academic staff-related teaching barrier was the most frequently mentioned obstacle. Intense care schedule with little teaching time was considered the most common and relevant barrier to outpatient medical education, followed by inappropriate teaching environment and inadequate supervision model. ConclusionsThere is a lack of recent literature on studies focusing on barriers to effective outpatient medical education. Factors identified as harmful to outpatient education have been pointed out by course directors, academic staff, and students in the literature. However, many of these factors remain overlooked by educators, who can use these factors to modify their academic activities for more effective results.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Barriers to outpatient education for medical students: a narrative review

et al. 2019

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Simulación en sala espejo con pacientes estandarizadas: experiencia en ginecología y obstetricia

et al. 2021

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Challenges Facing Undergraduate Medical Education in Ambulatory Care Clinics at Tertiary Care Hospitals

et al. 2022

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Background: Medical education has been rapidly growing and transforming due to the enormous evolution of medicine. There have been many proficient ways to learn in medicine, but academic lectures, attending wards, and ambulatory care clinics (ACC) remain the three main ways of gaining clinical knowledge and experience for medical students. Over the past decade, there has been a dramatic shift in care by focusing on ambulatory care rather than inpatient settings, which provides a golden opportunity to reinforce medical education. Purpose: Most of the published studies that have focused on the teaching barriers in ACC were descriptive rather than analytic studies. Herein, we aim to detect and determine the barriers to teaching in ACC settings using qualitative analysis. Methods: This is a cross-sectional, observational study, involving medical students in their clerkship years (i.e., fourth and fifth) from two different medical colleges in Riyadh, Saudi Arabia. Faculty who are involved in undergraduate medical education in both colleges were also included. Main Results: A total of 387 medical students studying at the two universities were enrolled in the study. Most of the participants preferred attending outpatient clinics with consultants (44.2%) and the majority preferred attending internal medicine (IM) and IM subspecialties clinics (40.4%). Regarding the challenges, students believe the top three barriers are related to: faculty (39%), environment (34.8%), and patients (14.8%). Faculty on the other hand see that the top three barriers are related to environment (55.6%), patients (24.4%), and faculty (20%). Conclusion: Undergraduate medical education in outpatient settings has many challenges. In our study, the most significant challenges were COVID-19-related restrictions, patient refusal, and insufficient time for teaching. Future studies are needed to investigate these barriers and explore potential solutions that can decrease their burden on undergraduate medical education.

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Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina

Abstract: (Rev Med Chile 2012; 140: 616-624).

Cited by 3 publications

References 17 publications

Barriers to outpatient education for medical students: a narrative review

Barriers to outpatient education for medical students: a narrative review

Simulación en sala espejo con pacientes estandarizadas: experiencia en ginecología y obstetricia

Challenges Facing Undergraduate Medical Education in Ambulatory Care Clinics at Tertiary Care Hospitals

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