What is the impact of longitudinal rural medical student clerkships on clinical supervisors and hospitals?

Connolly, Margaret Ann; Sweet, Linda; Campbell, David

doi:10.1111/ajr.12097

Cited by 19 publications

(90 citation statements)

References 24 publications

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“…Relatively few studies have addressed the converse question: what is the impact of medical students in non‐teaching hospitals. Medical students have been shown to have a positive impact on clinical supervisors and the hospital environment in rural hospitals in Australia . Adams et al .…”

Section: Introductionmentioning

confidence: 99%

“…This study investigated the effect of the involvement of medical students in the medical team at King Saud Medical City on supervisors, the hospital environment and the quality of patient care. In particular this will begin to address whether the finding of a positive impact of medical students in Australia and the USA is replicated in a non‐teaching hospital in Saudi Arabia …”

Section: Introductionmentioning

confidence: 99%

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Impact of students in non-teaching hospitals

Suwayri

2016

Clin Teach

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Numerous studies have confirmed the standard of education in non-teaching hospitals to be as good as or better than in the corresponding teaching hospitals. It has also been shown that non-teaching hospitals fulfill the needs of medical students. It is suggested that this study demonstrates a positive impact of medical students on the clinical teachers in a non-teaching hospital in Saudi Arabia, with a significant proportion of teachers believing the hospital environment and quality of care to be improved by their presence.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of students in non-teaching hospitals

Suwayri

2016

Clin Teach

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“…There is consistent literature evidence to indicate that students can play an important and positive role in impacting direct service provision. 3 , 6 – 10 These include increased access to, and time available for, patient care; 3 improved process of care (such as streamlining discharge process); 7 , 10 and opportunities for supervisors to focus on service provision (by allocating project-based tasks to students). 6 Commonly, it is perceived that engaging with students increases staff workload and impacts negatively on their productivity.…”

Section: Resultsmentioning

confidence: 99%

“…While engaging with students as part of clinical placements or clinical education may be perceived as merely benefitting students, in reality, the benefits can flow both ways through facilitating collaboration between major stakeholders such as universities and health care providers. 3 , 7 , 10 , 11 , 13 – 17 For example, health services hosting clinical placements are able to influence curriculum development in order to meet the future needs of both the health care system and professional group. Connolly et al 7 specifically highlighted the relationships fostered between hospital and university, and the resulting promotion of the positive impact of the breaking down of “educational silos” as key in achieving joint educational outcomes.…”

Section: Resultsmentioning

confidence: 99%

Tips for using students during times of change in health care: lessons from the literature and from practice

Kumar

Lensink

Turnbull

2017

AMEP

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BackgroundIt is often said that the only constant in health care is change. While change is inevitable, implementing change in health care is complex, and health care stakeholders are often confronted by numerous barriers and challenges. Historically, students have been an integral part of the health system through aspects such as clinical placements, and hence, may play a role during times of change.AimThe aim of this study is to provide strategies for using students as positive agents of change by discussing opportunities and highlighting challenges.MethodThe tips proposed in this commentary are derived from the literature, identified using a systematic search, and from our experiences at the “coal face” of engaging students during times of change.ResultsThis article highlights specific challenges, targeted opportunities, and critical success factors of using students as agents of change. Students can play an important role in enhancing service provision, providing opportunities for staff recognition, and being enablers to drive, implement, and evaluate change in the health system and wider community. However, in order to achieve these positive impacts, it is imperative to recognize and address staff concerns early and build upon a number of critical success factors. These critical success factors such as inter-sectoral engagement, clarity, collaboration, support, training, resources, and ongoing evaluation can “make or break” students’ involvement in a health service, and therefore, careful and regular consideration of these factors is recommended.ConclusionWe believe that these tips, synthesized from evidence from the literature and our first-hand experiences, will assist health care stakeholders in utilizing students as timely, effective, and practical agents of change.

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“…Volunteering to undertake a rural placement has been shown to be a predictor for a future rural career, and while rural placements may vary in length, evidence suggests that longer rural placements are associated with a higher likelihood of undertaking rural practice on graduation . For instance, extended placements, typically defined as a continuous experience lasting 13 weeks or more, are thought to foster optimal conditions for rural connectedness, with the ultimate aim being rural workforce recruitment . Counter to this, where long placements have been compulsory, some authors suggest there is limited evidence that this increases future intentions to practise rurally and may in fact have a negative effect .…”

Section: Can Rural Clinical Placements During Training Influence Futumentioning

confidence: 99%

Could adoption of the rural pipeline concept redress Australian optometry workforce issues?

Kirkman

Bentley

Armitage

et al. 2019

Clinical and Experimental Optometry

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People living in rural and remote areas have poorer ocular health outcomes compared with those living in metropolitan areas. Reasons for this are multiple and complex but access to care is consistently reported as a defining factor. The geographic maldistribution of eye-care professionals is a major obstacle for regional, rural and remote Australians seeking care. Research from the medical profession suggests adopting the 'rural pipeline' concept to address the issue of maldistribution. This approach appears to have had some success in medicine, and involves recruiting students from a rural background, exposing students to rural practice through placements and offering graduates incentives and support to practice rurally. Lessons could be learnt from the medical field as there is a dearth of literature describing the utilisation of the rural pipeline in allied health. However, given the differences between professions it cannot be assumed factors and results will be the same. A greater understanding is required to determine whether optometry is a profession which may benefit from the rural pipeline concept.

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What is the impact of longitudinal rural medical student clerkships on clinical supervisors and hospitals?

Cited by 19 publications

References 24 publications

Impact of students in non-teaching hospitals

Impact of students in non-teaching hospitals

Tips for using students during times of change in health care: lessons from the literature and from practice

Could adoption of the rural pipeline concept redress Australian optometry workforce issues?

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