2007
DOI: 10.1080/01421590701294356
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Patient contact in the first year of basic medical training—Feasible, educational, acceptable?

Abstract: Early, integrated patient contact was both feasible to organise and acceptable to patients. The curriculum model was perceived by all parties to be educationally effective. The indications are that this model will be sustainable but will need consistent intensive support.

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Cited by 32 publications
(24 citation statements)
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“…Specific, labelled, examples of mixed methods research in undergraduate medical education should be more prominent, but include, for example, exploring medical students' early patient contact (Howe et al 2007) and learning in the operating theatre (Lyon 2003) (and academic surgeons as educators in theatre and clinic (Cox & Swanson 2002) (Gerrity & Mahaffy 1998), and interprofessional learning ). Frye et al (1993) commended a mixed approach to explore medical students' complex learning environment in a problem-based parallel track while rotating through clerkships, and Maudsley et al (2007) used a questionnaire-based mixed methods approach to explore students' perceptions of a good doctor and of learning in a problem-based curriculum (2008).…”
Section: In Educationmentioning
confidence: 99%
“…Specific, labelled, examples of mixed methods research in undergraduate medical education should be more prominent, but include, for example, exploring medical students' early patient contact (Howe et al 2007) and learning in the operating theatre (Lyon 2003) (and academic surgeons as educators in theatre and clinic (Cox & Swanson 2002) (Gerrity & Mahaffy 1998), and interprofessional learning ). Frye et al (1993) commended a mixed approach to explore medical students' complex learning environment in a problem-based parallel track while rotating through clerkships, and Maudsley et al (2007) used a questionnaire-based mixed methods approach to explore students' perceptions of a good doctor and of learning in a problem-based curriculum (2008).…”
Section: In Educationmentioning
confidence: 99%
“…Early experience seems to foster appropriate professional attitudes among students (6,9,15). It can help learners acquire communication and basic clinical skills, it contextualizes students' learning, makes students more satisfied with their curriculum, and reduces the stress of meeting patients.…”
Section: Introductionmentioning
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%
“…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
“…La lectura de sus diarios de prácticas y portafolios muestra que la aprehensión de tales competencias fue notablemente elevada, lo que refuerza el interés de continuar con tales actividades. Estos resultados coinciden con los observados por otros autores, en los que los estudiantes señalaron la utilidad de la experiencia para aprender aspectos como la percepción de la enfermedad por los pacientes, la necesidad de comunicarse de forma clara, la interacción médico-paciente, el significado de la actividad médica, así como para aumentar la motivación por sus estudios [14,15,20,22,23,[27][28][29]. En este sentido, Johnson y Scott [30] describieron la mayor satisfacción de los estudiantes que participaron en actividades de contacto precoz con pacientes sobre sus estudios médicos que los que no las realizaron.…”
Section: Observación De Informes Y Sistemas De Informaciónentre Profeunclassified