Perspectives of staff on student outreach placements

Smith, Michael W.; Lennon, M A; Brook, Alan; Robinson, Peter G.

doi:10.1111/j.1600-0579.2006.00388.x

Cited by 24 publications

(40 citation statements)

References 27 publications

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“…10,11 Pointers for subsequent development were the importance of individual nursing support and having sufficient students in each location to maintain service volume. Then in 2004 a randomised controlled trial gave firm evidence of the educational benefits of this adjunct to hospital training.…”

Section: Proving and The Decision To Adopt An Expanded Programmementioning

confidence: 99%

The Sheffield outreach teaching programme

2010

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Section: Proving and The Decision To Adopt An Expanded Programmementioning

confidence: 99%

The Sheffield outreach teaching programme

2010

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“…American experience suggests that in relation to quality, community-based programmes can be at least as effective as school-based experiences in provid ing students with a sound clinical edu cation. 22 Smith et al 20 note that effective communication and adequate resourcing are critical success factors. Other dental schools have adopted different models of outreach.…”

Section: Discussionmentioning

confidence: 99%

“…2,[17][18][19] Consistent with this view, the pilot considered here dem onstrated that in general the students valued the experience and skills they gained from outreach. 9 A British study of staff perspectives on student outreach placements 20 identified positive atti tudes towards outreach, which was seen as providing productive teaching and learning experiences. In the evaluation presented here both the outreach teach ers and dental school academics thought outreach benefited students in a variety of ways.…”

Section: Discussionmentioning

confidence: 99%

The use of outreach clinics for teaching undergraduate restorative dentistry

et al. 2007

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OPINION I N B R I E F• Many dental schools in the UK are expanding their outreach teaching.• This paper looks at outreach as a context for teaching undergraduate restorative dentistry.• A three year pilot study indicated that outreach is a more demanding environment for teaching than the dental hospital.• Staff selection, training and ongoing support are key factors.• Management and teaching transfers from the dental school to the PCT and the educational and organisational implications need to be monitored. Aim To examine the experience of being an outreach teacher of undergraduate restorative dentistry; to describe the desir able characteristics of such teachers; and to consider the management of outreach teaching. Design A three year pilot of an outreach course in fourth year restorative dentistry began in 2001. Students spent one day per week treating adults in NHS community dental clinics, run by Primary Care Trusts (PCTs). Action research involved monitoring meetings with students, clinic staff (dental teachers and nurses), and PCT clinical service managers. These data are supplemented by an independent evaluation involving interviews with dental school academic staff, and an account by an outreach teacher. Results Outreach is a different and more demanding context for teaching restorative dentistry than the dental hospital, characterised by isolation, management responsibility, pressure, a steep learning curve, and stress. The desirable charac teristics of outreach teachers are those which enable them to cope in this environment, together with a student-centred teaching style, and the appropriate knowledge. Management of teaching passed to the PCTs and this created an additional workload for them in relation to staffing, risk, and service-based issues. Four teaching surgeries were the maximum for a satisfactory level of patient care and student supervision. A key issue for the dental school is quality. The changes to teaching and the teaching environment introduced during and after the pilot to address problems identified are described. Conclusion In developing facilities to enable students to benefit from the advantages of outreach, dental schools should recognise that the characteristics of the outreach environment need to be taken into account during planning, that staff selection is a critical success factor, and that an ongoing proactive approach to organisational arrangements and to the support of teaching staff is necessary.

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“…Each student has a unique profile of experience and skills and therefore there will be some unpredictability in the time and level of supervision any one student will require (Lyon, 2004;Smith et al, 2006). The more clinical staff know about a student before the placement commences, the better they can plan for that placement.…”

Section: Be Prepared For Differences In Student Skills and Experiencementioning

confidence: 99%