Student contact with patients in hospital: frequency, duration and effects

Mckergow, T.; Egan, Alison; Heath, Christopher

doi:10.3109/01421599109036755

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…Students did not make full use of the learning opportunities provided in either setting. Student attendance figures are low in this study and McKergow et al . (1991) have already shown that students spends less contact time with patients than is allowed for in the curriculum.…”

Section: Discussioncontrasting

confidence: 78%

Comparison of student learning in the out-patient clinic and ward round

Davis

Dent

1994

Medical Education

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In undergraduate medical education there is a trend away from ward-based teaching towards out-patient and community-based teaching. To study the potential effects of this altered emphasis on student learning, a pilot group of final-year medical students at the University of Dundee was asked to keep individual structured log-books. These contained details of patients seen during their 3-week orthopaedic attachment in both a ward and out-patient setting. A comparison of perceived learning in the two settings showed that students learned more from attending an out-patient clinic than a ward round, but did not make full use of the learning potential of either. The setting did not particularly influence the balance of learning as categorized here but only the ward round supplied experience of surgical complications. The amount of learning taking place in an out-patient clinic was influenced by student ability, measured by examination performance, but not by clinic work-load. The implications of increased use of out-patient clinics and the advantages and disadvantages of the approach employed are discussed. It is concluded that in the situation studied student learning in the outpatient setting is as good as or superior to the ward setting but should not totally replace it.

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Section: Discussioncontrasting

confidence: 78%

Comparison of student learning in the out-patient clinic and ward round

Davis

Dent

1994

Medical Education

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“…· Considerable time is spent on activities with little educational value (Cook et al, 1992;Schamroth & Haines, 1992). · Individual students differ substantially with regard to the activities they perform (Friedman et al, 1978;McKerwgow et al, 1991;Cook et al, 1992;Tortolani et al, 1997). · Students have educational contacts mainly with house officers and registrars and fellow students and to a lesser degree with senior staff (Remmen et al, 1998).…”

Section: Research ® Ndings On Clerkshipsmentioning

confidence: 97%

Clerkship assessment assessed

Vleuten

Scherpbier²,

Dolmans³

et al. 2000

Medical Teacher

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This article reviews consistent research findings concerning the assessment of clinical competence during the clerkship phase of the undergraduate medical training programme on issues of reliability, validity, effect on training programme and learning behaviour, acceptability and costs. Subsequently, research findings on the clinical clerkship as a learning environment are discussed demonstrating that the clinical attachment provides a rather unstructured educational framework. Five fundamental questions (why, what, when, how, who) are addressed to generate general suggestions for improving assessment on the basis of the evidence on assessment and clinical training. Good assessment requires a thoughtful compromise between what is achievable and what is ideal. It is argued that educational effects are eminently important in this compromise, particularly in the unstructured clinical setting. Maximizing educational effects can be achieved in combination with improvements of other measurement qualities of the assessment. Two concrete examples are provided to illustrate the recommended assessment strategies.

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“…Very few studies have investigated the frequency with which students are able to undertake different procedures during medical training, 12,28 or have investigated the duration of student contact with patients in different rotations. 29 In addition, the number of patient assessments does not give an indication of the quality of the interaction. Evidence of the decline in time devoted to clinical encounters 13 suggests a measure of both the number of patient assessments and the duration or quality of the encounter might be warranted.…”

Section: Further Researchmentioning

confidence: 99%