Nurse-midwives as faculty preceptors in medical student education

Afriat, Cydney I.

doi:10.1016/0091-2182(93)90016-a

Cited by 16 publications

(20 citation statements)

References 1 publication

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“…The tangential or direct involvement of medical students and residents in midwifery care frequently takes place in teaching hospitals where there is a midwifery practice not formally appointed as medical faculty 7 . In these settings, midwives may be the informal consultants and mentors to the residents and medical students, including them in the care of patients or advising them on clinical issues when consulted 17 …”

Section: Introductionmentioning

confidence: 99%

Midwives as Educators of Medical Students and Residents: Results of A National Survey

McConaughey

Howard

2009

J Midwife Womens Health

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This descriptive study explores the roles and responsibilities of midwives involved in teaching medical students and residents. Surveys were received from 74 academic midwifery practices in the United States that are formally involved in medical education (66% response rate). These practices employ 547 midwives. Most of these midwives have >5 years of experience as clinicians (97%) and average >5 years of experience in medical education (73%). Academic midwifery practices teach multiple learners including obstetrics and gynecology residents (80%), family practice residents (60%), medical students in their core clerkship (93%), and midwifery students (83%). Midwives are often clinical preceptors during births of the midwifery practice's patients, but they assume a more formal academic faculty role with a resident or attending physician-shared case load of patients. Forty-two percent of midwifery practices care for their own patients along with the teaching and supervision of residents' patients. Roles and responsibilities of the midwifery practice members are explored, including the percentage of time spent in specific clinical and educational functions. Clinical experience and teaching expertise of midwives are valued in medical education. Multiple opportunities exist for collaboration between midwifery and medicine.

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Section: Introductionmentioning

confidence: 99%

Midwives as Educators of Medical Students and Residents: Results of A National Survey

McConaughey

Howard

2009

J Midwife Womens Health

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“…The teaching of specific skills has been noted in the literature to improve attitudes and relationships between medical students and nurses, leading to better interprofessional collaboration. [3][4][5][6] These learning objectives could be incorporated into the undergraduate medical education program to prepare students, provide comprehensive education, and to improve interprofessional relationships. For example, formal teaching labs or sessions led by NPHCPs could be conducted with students of other health care professions e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Benefits identified with NPHCPs being involved in medical education include providing support and sharing the time burden with busy physician educators, improving the quality of education while controlling costs, 3 enhancing attitudes towards and understanding of healthcare roles, and improved interprofessional teamwork. 4,5 In addition, NPHCPs identify an increase in job satisfaction and personal enjoyment derived from teaching students. 6 While many NPHCPs are involved in the teaching of medical students, barriers to effective teaching include a lack of guidance and training, an increase in workload and lack of provision of protected time to teach students, 6-8 students' negative attitudes towards nurses, 5,9 as well as negative perceptions about receiving teaching from NPHCPs instead of physicians.…”

Section: Introductionmentioning

confidence: 99%

The Role of Non-Physician Health Care Professionals in the Education of Medical Students at Satellite Campuses

Lien

Sommer

Bite

et al. 2018

JRMC

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Phenomenon: Satellite campuses of medical schools in Canada introduce smaller communities to new medical learners. Non-physician health care professionals (NPHCPs) in regional hospitals may have had little prior exposure to learners. Lack of clarity regarding the role of the medical student is a barrier that hinders interprofessional collaboration. The purpose of this project was to examine the educational relationship between students and NPHCPs in regional hospitals. Approach: Surveys were distributed to NPHCPs of various disciplines at two community hospitals in Waterloo Region. A second survey was distributed to medical students attending a satellite medical campus of McMaster University. Findings: Surveys completed by 141 NPHCPs identified the following themes: frequent student interaction, no orientation to students, uncertainty of roles, willingness to teach, and barriers to teaching. Student surveys demonstrated frequent interactions, lack of familiarity of their role by NPHCPs at regional hospitals, desire to learn from NPHCPs, and specific teachable procedures. Insights: NPHCPs and medical students agree that interprofessional medical education can improve patient care, communication and the quality of education. While there is interest in involving NPHCPs in teaching, orienting NPHCPs to the roles of students in regional hospitals may improve relationships and allow informal teaching opportunities.

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“…Traditionally, obstetrician‐gynecologists and/or maternal‐fetal medicine specialists have served as attending providers for medical students and residents. More recently, midwives have been called upon to supervise them as well 6–8 . Some of the factors that have precipitated the evolution of the midwifery role to include teaching residents and medical students are rising health care costs, declining reimbursements from third‐party payers, and the 80‐hour work week rule for residents, which in turn demands more work from attending providers.…”

Section: Background: Centers For Medicare and Medicaid Services Regulmentioning

confidence: 99%

Documentation and Billing for Services Provided by Midwives Teaching Obstetrics and Gynecology Residents and Medical Students

Wilson‐Liverman

Slager

Wage

2009

J Midwife Womens Health

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Certified nurse-midwives are teaching obstetrics and gynecology residents and medical students in major academic institutions across the United States. In these instances, the ability to appropriately document services rendered to support a billable service is paramount. This article explains the difference in requirements for midwives' documentation when working with residents compared with documentation required of an attending obstetrician-gynecologist. It also reviews the teaching physician guidelines developed by the Centers for Medicare and Medicaid Services (CMS) as well as current evaluation and management documentation requirements. Several examples of documentation are provided, as are suggestions for enhancement and simplification of the guidelines to include midwives. An important point to remember is that the CMS rules do not prohibit a certified nurse-midwife from teaching a resident.

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Nurse-midwives as faculty preceptors in medical student education

Cited by 16 publications

References 1 publication

Midwives as Educators of Medical Students and Residents: Results of A National Survey

Midwives as Educators of Medical Students and Residents: Results of A National Survey

The Role of Non-Physician Health Care Professionals in the Education of Medical Students at Satellite Campuses

Documentation and Billing for Services Provided by Midwives Teaching Obstetrics and Gynecology Residents and Medical Students

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