Trends in Clinical Education of Medical Students

Hunt, Carl E.; Kallenberg, Gene A.; Whitcomb, Michael E.

doi:10.1001/archpedi.153.3.297

Cited by 14 publications

(4 citation statements)

References 7 publications

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“…3,5,6 This leads to an increased reliance on the educational contributions made by nonsalaried or clinical faculty for clerkship training. 3,5,6 This leads to an increased reliance on the educational contributions made by nonsalaried or clinical faculty for clerkship training.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 As a result, clerkship directors increased the emphasis on community-based clinical experiences for medical students during the clerkship years. [5][6][7][8] In parallel with this, organizational changes in the practice of medicine have resulted in an increasing number of practicing physicians working set hours for managed care organizations, being reimbursed on a capitation basis with a defined number of patients they must see each day, and no longer having control over their office schedule. [5][6][7][8] In parallel with this, organizational changes in the practice of medicine have resulted in an increasing number of practicing physicians working set hours for managed care organizations, being reimbursed on a capitation basis with a defined number of patients they must see each day, and no longer having control over their office schedule.…”

mentioning

confidence: 99%

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Volunteer Faculty: What Rewards or Incentives Do They Prefer?

Kumar¹,

Kallen²,

Mathew³

2002

Teaching and Learning in Medicine

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Volunteer Faculty: What Rewards or Incentives Do They Prefer?

Kumar¹,

Kallen²,

Mathew³

2002

Teaching and Learning in Medicine

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“…Based on their observations of transformations in medical practices, several authors have argued that “clinical teaching in universities is migrating from wards to outpatient clinics.” 2 , 5 , 6 , 7 For instance, in the 1990s, Young reported that, regardless of these changes, the traditional model of ward-centered education reflected a limitation of the educational focus and was insufficient for achieving a complete medical education 6 . Thus, contrary to Flexner’s precepts, a strong argument that clinical teaching should be based on outpatient profiles began emerging among medical education scholars.…”

Section: Introductionmentioning

confidence: 99%

Barriers to outpatient education for medical students: a narrative review

et al. 2019

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ObjectivesThis study surveys medical education literature published over the last 25 years (1993–2018) to identify the factors scholars consider deleterious to outpatient teaching for medical students. MethodsThis study conducts a review of medical education literature published between 1993 and 2018 using Medline, Lilacs, Ibecs, Cochrane Library, and Scielo databases. The following search terms were utilized: “Education, Medical, Undergraduate” AND “Ambulatory Care” AND “Teaching/methods” OR “Clinical Clerkship” OR “Preceptorship.” This study focuses on papers describing deleterious factors for outpatient teaching with medical students and analyzes their results, discussions, and conclusions sections. ResultsOf the 363 articles obtained, this study selected 33 for analysis. These papers identify numerous factors as barriers to outpatient education. For didactic purposes, these factors are categorized into four barrier groups: environment-institution, academic staff, students, and patients. Academic staff-related teaching barrier was the most frequently mentioned obstacle. Intense care schedule with little teaching time was considered the most common and relevant barrier to outpatient medical education, followed by inappropriate teaching environment and inadequate supervision model. ConclusionsThere is a lack of recent literature on studies focusing on barriers to effective outpatient medical education. Factors identified as harmful to outpatient education have been pointed out by course directors, academic staff, and students in the literature. However, many of these factors remain overlooked by educators, who can use these factors to modify their academic activities for more effective results.

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“…Our research question was; what differences exist between APs and IPs of third-year medical students rotating through pediatrics? We sought to specifically identify differences between the two groups in terms of (1) demographic variables (2), teaching responsibilities, and (3) incentives/rewards. We also sought to identify perceived barriers among IPs.…”

Section: Introductionmentioning

confidence: 99%

Benefits and barriers among volunteer teaching faculty: comparison between those who precept and those who do not in the core pediatrics clerkship

Ryan

Vanderbilt

Lewis

et al. 2013

Medical Education Online

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BackgroundCommunity-based outpatient experiences are a core component of the clinical years in medical school. Central to the success of this experience is the recruitment and retention of volunteer faculty from the community. Prior studies have identified reasons why some preceptors volunteer their time however, there is a paucity of data comparing those who volunteer from those who do not. MethodsA survey was developed following a review of previous studies addressing perceptions of community-based preceptors. A non-parametric, Mann–Whitney U test was used to compare active preceptors (APs) and inactive preceptors (IPs) and all data were analyzed in SPSS 20.0.ResultsThere was a 28% response rate. Preceptors showed similar demographic characteristics, valued intrinsic over extrinsic benefits, and appreciated Continuing Medical Education (CME)/Maintenance of Certification (MOC) opportunities as the highest extrinsic reward. APs were more likely to also precept at the M1/M2 level and value recognition and faculty development opportunities (p<0.05). IPs denoted time as the most significant barrier and, in comparison to APs, rated financial compensation as more important (p<0.05).ConclusionsCommunity preceptors are motivated by intrinsic benefits of teaching. Efforts to recruit should initially focus on promoting awareness of teaching opportunities and offering CME/MOC opportunities. Increasing the pool of preceptors may require financial compensation.

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Trends in Clinical Education of Medical Students

Cited by 14 publications

References 7 publications

Volunteer Faculty: What Rewards or Incentives Do They Prefer?

Volunteer Faculty: What Rewards or Incentives Do They Prefer?

Barriers to outpatient education for medical students: a narrative review

Benefits and barriers among volunteer teaching faculty: comparison between those who precept and those who do not in the core pediatrics clerkship

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