Preclinical students’ experiences in early clerkships after skills training partly offered in primary health care centers: a qualitative study from Indonesia

Widyandana, Widyandana; Majoor, Gerard D.; Scherpbier, Albert

doi:10.1186/1472-6920-12-35

Cited by 17 publications

(20 citation statements)

References 22 publications

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“…Furthermore, students involved in interprofessional clinical experiences had more independence in making clinical decisions and were better prepared for their role as future clinicians (Freeth et al, 2001;. These types of pre-clinical experiences have been shown to have a positive effect on students' perceived clinical reasoning while on their first clinical rotation (Widyandana et al, 2012). The findings in these previous studies are similar to the findings in this current study.…”

Section: Discussionsupporting

confidence: 87%

“…Cox This type of learning experience allows students to demonstrate the decision-making process used by clinicians to determine the appropriate examination and treatment interventions critical for effective clinical practice. A search of current literature on SRFC identified very few studies which specifically examined changes in students' clinical reasoning skills and even fewer studies which explored changes in interprofessional attitudes of students that provide hands on care of patients at these types of clinics (Reeves, Goldman, Burton, & Sawatzky-Girling, 2010;Remington, Foulk, & Williams, 2006;Sheu et al, 2011;Shrader, Thompson, & Gonsalves, 2010;Widyandana, Majoor, & Scherpbier, 2012). While there is a paucity of literature specifically examining student learning related to interprofessional attitudes and clinical reasoning in SRFC's, there are European models.…”

Section: Introductionmentioning

confidence: 98%

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The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic

Seif

Coker-Bolt

Kraft

et al. 2014

Journal of Interprofessional Care

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This article examines the benefits of a student run free clinic (SRFC) as a service learning experience for students in medicine, pharmacy, occupational therapy, physical therapy and physician assistant programs. We hypothesized that students who participate in an interprofessional service learning course and volunteer at a SRFC would demonstrate significant increases in perceptions and attitudes for working in interprofessional health care teams and clinical reasoning skills compared to students who did not participate. Three assessments were administered to an experimental and control group of pre-clinical students from medical, occupational therapy, physical therapy, pharmacy and physician assistant programs before and after participation in an interprofessional service-learning course and volunteering at the SRFC. The tools were the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS) and the Self-Assessment of Clinical Reflection and Reasoning (SACRR). Students who completed the course had improvements in interprofessional perceptions and attitudes (p = 0.03) and perceptions of clinical reasoning skills when compared to the control group (p = 0.002). This study is novel as it examined students' perceptions of interprofessional attitudes and clinical reasoning following participation in an interprofessional service-learning course and participation in a SRFC.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 98%

The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic

Seif

Coker-Bolt

Kraft

et al. 2014

Journal of Interprofessional Care

View full text Add to dashboard Cite

show abstract

“…Therefore, early clinical exposure in the preclinical phase has been recommended to reduce these problems [12]. Such benefits were also observed in our study.…”

Section: Discussionsupporting

confidence: 82%

The Effect of Training in Primary Health Care Centers on Medical Students’ Clinical Skills

Alnasir

Jaradat

2013

ISRN Family Medicine

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Medical students' effective clinical skills training are an important goal of any medical school. When adequate, graduate doctors will have sufficient skills to consult a patient by taking proper history and conducting appropriate physical examination. The question under scrutiny is the optimal place for providing such training. Since the aim is to graduate general physicians, many literatures highlighted the importance of implementing such training in the primary health care centers. A special clinical skills training program was developed for the Year 4 pre-clerkship medical students of the Arabian Gulf University during the academic year 2011-2012. It was important for these students to acquire certain skills before transferring to the clerkship phase where they deal directly with patients. For the 130 students involved in this study, a self-assessment and clinical exam were conducted at the beginning and end of the program. The study showed that students benefited greatly from this training program with significant differences between their preexisting known skills and clinical skills acquired by the end of the program. Primary care centers are ideal places for optimal training because of small group training setting that is one tutor to two students and of the advantage that students face real patient environment.

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“…Recent efforts to improve healthcare practice and patient safety have focussed on improving healthcare students' preparedness for practice and easing the transition from student to healthcare professional (for examples see Bombeke et al, 2012;Brennan et al, 2010;Godefrooij et al, 2010;Widyandana et al, 2012 ). However, our work (Kilminster et al, 2010(Kilminster et al, , 2011Zukas and Kilminster 2012) suggests that this emphasis on preparedness is misplaced because it fails to recognise the distributed, collaborative nature of actual practice.…”

Section: Introductionmentioning

confidence: 96%

Developing understandings of clinical placement learning in three professions: Work that is critical to care

Ledger¹,

Kilminster²

2014

Medical Teacher

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professions: work that is critical to care. Alison Ledger and Sue KilminsterThis is the pre-peer reviewed version of the following article: Ledger A; Kilminster S. Developing understandings of clinical placement learning in three professions: work that is critical to care. Med Teach. 2015; 37 (4):360-365, which has been published in final form at http://informahealthcare.com/toc/mte/37/4 ABSTRACT Background This study contributes further evidence that healthcare students' learning is affected by underlying assumptions about knowledge, learning, and work.Aims To explore educators and students' understandings of early clinical placement learning in three professions (medicine, nursing, and audiology) and examine the profound impacts of these understandings on students' learning and healthcare work.Method Narrative interviews were undertaken with 40 medicine, nursing, and audiology students and 19 educators involved in teaching these student cohorts. Interview transcripts were read repeatedly and interpreted using current practice-based understandings of learning. 2Results Across interviews and professions, students and educators made distinctions between aspects of clinical placements which they understood as 'learning' and those which they tended to disregard as 'work'. In their descriptions of learning in clinical workplaces, medicine and nursing students and educators privileged activities considered to be technical or specialised, over activities that were understood to be more 'basic' to care. Furthermore, interviews with medical students and educators indicated that rich and unique possibilities for learning from other members of the healthcare team were missed. ConclusionsDistinctions between "learning" and "work" are unhelpful and all participation in clinical workplaces should be understood as valuable practice.Action is needed from all parties involved in clinical placement learning to develop understandings about learning in practice.

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Preclinical students’ experiences in early clerkships after skills training partly offered in primary health care centers: a qualitative study from Indonesia

Cited by 17 publications

References 22 publications

The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic

The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic

The Effect of Training in Primary Health Care Centers on Medical Students’ Clinical Skills

Developing understandings of clinical placement learning in three professions: Work that is critical to care

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