Student Perspectives on Primary Care Preceptorships: Enhancing the Medical Student Preceptorship Learning Environment

Fernald, Douglas H.; Staudenmaier, Amie; Tressler, Carolyn J.; Main, Deborah S.; O'Brien-Gonzales, A; Barley, Gwyn

doi:10.1207/s15328015tlm1301_4

Cited by 23 publications

(26 citation statements)

References 10 publications

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“…Early experience made students more confident in their knowledge, taught them things “that could not be learned from books,”14 20 24 25 27 brought diseases to life, and made medical science more comprehensible 13 17 20 29. It provided a framework to explain clinical practice, showed students how professionals viewed their interactions with patients, and helped develop “clinical ways of thinking.”17 It also taught students how people live, how their living conditions affect their health, and how important it is that health services are readily accessible to them 14 30 31.…”

Section: Effect On Students' Learningmentioning

confidence: 99%

“…Students valued exploring social and psychological determinants of health and disease through contact with real patients23 and were able to deliver preventive healthcare 33. They appreciated learning to take diagnostic histories13 22 23 28 34 - 36 and performing simple physical examinations 13 24 35 - 37. Equipped with those skills, they felt better able to approach patients 27…”

Section: Effect On Students' Learningmentioning

confidence: 99%

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Early practical experience and the social responsiveness of clinical education: systematic review

Littlewood

Ypinazar

Margolis

et al. 2005

BMJ

281

233

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Objectives To find how early experience in clinical and community settings ("early experience") affects medical education, and identify strengths and limitations of the available evidence. Design A systematic review rating, by consensus, the strength and importance of outcomes reported in the decade 1992-2001. Data sources Bibliographical databases and journals were searched for publications on the topic, reviewed under the auspices of the recently formed Best Evidence Medical Education (BEME) collaboration. Selection of studies All empirical studies (verifiable, observational data) were included, whatever their design, method, or language of publication. Results Early experience was most commonly provided in community settings, aiming to recruit primary care practitioners for underserved populations. It increased the popularity of primary care residencies, albeit among self selected students. It fostered self awareness and empathic attitudes towards ill people, boosted students' confidence, motivated them, gave them satisfaction, and helped them develop a professional identity. By helping develop interpersonal skills, it made entering clerkships a less stressful experience. Early experience helped students learn about professional roles and responsibilities, healthcare systems, and health needs of a population. It made biomedical, behavioural, and social sciences more relevant and easier to learn. It motivated and rewarded teachers and patients and enriched curriculums. In some countries, junior students provided preventive health care directly to underserved populations. Conclusion Early experience helps medical students learn, helps them develop appropriate attitudes towards their studies and future practice, and orientates medical curriculums towards society's needs. Experimental evidence of its benefit is unlikely to be forthcoming and yet more medical schools are likely to provide it. Effort could usefully be concentrated on evaluating the methods and outcomes of early experience provided within non-experimental research designs, and using that evaluation to improve the quality of curriculums.

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Section: Effect On Students' Learningmentioning

confidence: 99%

Section: Effect On Students' Learningmentioning

confidence: 99%

Early practical experience and the social responsiveness of clinical education: systematic review

Littlewood

Ypinazar

Margolis

et al. 2005

BMJ

281

233

View full text Add to dashboard Cite

show abstract

“…As a result they are not afraid to ask questions, which benefits their learning experiences (O’Sullivan et al 2000; Thistlethwaite and Jordan 1999). Two studies which used students’ learning experiences to identify general concepts of (enhancement of) teaching and learning processes in a general practice setting (Epstein et al 1998; Fernald et al 2001), also underlined the importance of the role of the supervisor and of active and collaborative teaching and learning based on a trusting relationship.…”

Section: Introductionmentioning

confidence: 99%

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Zwet

Zwietering

Teunissen

et al. 2010

Adv in Health Sci Educ

145

136

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Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students’ learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to suffice. There is also a paucity of research which, from a perspective other than the cognitive or descriptive one, investigates student learning in general practice settings, which are often characterised as powerful learning environments. In this study we took a socio-cultural perspective to clarify how students learn during a general practice clerkship and to construct a conceptual framework that captures this type of learning. Our analysis of group interviews with 44 fifth-year undergraduate medical students about their learning experiences in general practice showed that students needed developmental space to be able to learn and develop their professional identity. This space results from the intertwinement of workplace context, personal and professional interactions and emotions such as feeling respected and self-confident. These forces framed students’ participation in patient consultations, conversations with supervisors about consultations and students’ observation of supervisors, thereby determining the opportunities afforded to students to mind their learning. These findings resonate with other conceptual frameworks and learning theories. In order to refine our interpretation, we recommend that further research from a socio-cultural perspective should also explore other aspects of workplace learning in medical education.

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“…The HOD has a limited role in reducing the stress of entering the hospital environment but may have a major role in reducing stress from the uncertainty of what lies ahead. Pre-clinical learning has been shown to be more comprehensible if it is done in context (Prince et al 2000;Alford et al 2001;Fernald et al 2001) and ECE allows this (Hopayian et al 2007). 'Vertical integration' contextualises learning, promotes self-awareness and teaches students about health professional roles (Dornan & Bundy 2004).…”

Section: Discussionmentioning

confidence: 99%

Hidden benefits of a peer-mentored ‘Hospital Orientation Day’: First-year medical students’ perspectives

et al. 2012

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Student Perspectives on Primary Care Preceptorships: Enhancing the Medical Student Preceptorship Learning Environment

Abstract: We offer recommendations for enhancing longitudinal preceptorships for preceptors, students, and leaders in medical education.

Cited by 23 publications

References 10 publications

Early practical experience and the social responsiveness of clinical education: systematic review

Early practical experience and the social responsiveness of clinical education: systematic review

Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship

Hidden benefits of a peer-mentored ‘Hospital Orientation Day’: First-year medical students’ perspectives

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