Students' perceptions of clinical attachments across rural and metropolitan settings

Lyon, Patricia M.; McLean, Rick; Hyde, Sarah; Hendry, Graham D.

doi:10.1080/02602930601122852

Cited by 14 publications

(12 citation statements)

References 24 publications

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“…Students learnt a holistic appreciation of medicine by experiencing undifferentiated and comprehensive care [ 1 , 39 ]. Hands-on experience with more patients enhanced their clinical, procedural and community health skills [ 31 , 40 – 43 ]. There was less competition for learning opportunities, given the smaller numbers that were typically found at these sites, and the students were exposed to co-operative approaches as they participated as members of the health care team [ 30 , 40 , 44 ] in various contexts.…”

Section: Resultsmentioning

confidence: 99%

“…The performance of students in decentralised training settings was reported to be either similar to or better than those following the ‘standard’ curriculum [ 24 , 29 , 31 , 55 , 65 – 67 ]. Students had a better understanding of decentralised training, valued training in decentralised areas and were more committed to rural and primary care practice after their decentralised training rotations [ 25 , 27 , 35 , 43 , 68 ]. More graduates who had trained in decentralised areas returned to these areas to practise than did their counterparts who had studied at the tertiary hospital [ 1 , 27 , 32 , 67 , 69 ].…”

Section: Resultsmentioning

confidence: 99%

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Decentralised training for medical students: a scoping review

et al. 2017

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BackgroundIncreasingly, medical students are trained at sites away from the tertiary academic health centre. A growing body of literature identifies the benefits of decentralised clinical training for students, the health services and the community. A scoping review was done to identify approaches to decentralised training, how these have been implemented and what the outcomes of these approaches have been in an effort to provide a knowledge base towards developing a model for decentralised training for undergraduate medical students in lower and middle-income countries (LMICs).MethodsUsing a comprehensive search strategy, the following databases were searched, namely EBSCO Host, ERIC, HRH Global Resources, Index Medicus, MEDLINE and WHO Repository, generating 3383 references. The review team identified 288 key additional records from other sources. Using prespecified eligibility criteria, the publications were screened through several rounds. Variables for the data-charting process were developed, and the data were entered into a custom-made online Smartsheet database. The data were analysed qualitatively and quantitatively.ResultsOne hundred and five articles were included. Terminology most commonly used to describe decentralised training included ‘rural’, ‘community based’ and ‘longitudinal rural’. The publications largely originated from Australia, the United States of America (USA), Canada and South Africa. Fifty-five percent described decentralised training rotations for periods of more than six months. Thematic analysis of the literature on practice in decentralised medical training identified four themes, each with a number of subthemes. These themes were student learning, the training environment, the role of the community, and leadership and governance.ConclusionsEvident from our findings are the multiplicity and interconnectedness of factors that characterise approaches to decentralised training. The student experience is nested within a particular context that is framed by the leadership and governance that direct it, and the site and the community in which the training is happening. Each decentralised site is seen to have its own dynamic that may foreground certain elements, responding differently to enabling student learning and influencing the student experience. The insights that have been established through this review have relevance in informing the further expansion of decentralised clinical training, including in LMIC contexts.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Decentralised training for medical students: a scoping review

et al. 2017

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“…Questions extracted from Vallerand's ‘Academic Motivation Scale’ were used for assessing student motivation . Questions adapted from ‘Students’ Perceptions of Clinical Attachments’ were used for the assessment of the learning environment . The students’ ability to use the information technology tool was assessed using questions adapted from the ‘Student Perception of e–assessment Questionnaire’ .…”

Section: Methodsmentioning

confidence: 99%

Online assessment: what influences students to engage with feedback?

Stone

2014

Clin Teach

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“…Indeed, both urban and regional programmes have an interest in promoting better training for practice in the regions. Initiatives to improve rural psychological training often have arisen from metropolitan programmes (Lyon, McLean, Hyde, & Hendry, 2008; Murray et al., 2002). Others arise from regional universities, such as the problem‐based learning programme of Charles Sturt University (Kiernan, Murrell, & Relf, 2008).…”

Section: Discussionmentioning

confidence: 99%

Perspectives on Clinical Psychology Training by Students at Australian Regional and Urban Universities

Helmes

Pachana

2011

Australian Psychologist

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Training in clinical psychology in Australia has become increasingly popular after coverage for psychological services under national Medicare was introduced. All regional universities in Australia offer clinical psychology training at the master's level, but little is known about how such training at these universities compares with training in larger, urban universities. Here, we report on results of surveys of clinical students and training directors at regional universities across Australia in order to contrast the perceived quality of training and various aspects of the nature of training. Responses from 190 students and all 35 directors of training show little difference in the perceived quality of training on several indices, with differences limited to the use of staff clinical research. Students at urban universities were less disposed to undertake a placement in a rural setting than those at regional universities.

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Students' perceptions of clinical attachments across rural and metropolitan settings

Cited by 14 publications

References 24 publications

Decentralised training for medical students: a scoping review

Decentralised training for medical students: a scoping review

Online assessment: what influences students to engage with feedback?

Perspectives on Clinical Psychology Training by Students at Australian Regional and Urban Universities

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