Why not teach where the patients are?

Gupta, Tarun Sen; Spencer, Jamie

doi:10.1046/j.1365-2923.2001.01007.x

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…Due to international changes in both medicine and medical education, general practice has to an increasing extent become the arena for clinical training of undergraduate medical students in various stages of their training (Jones et al 2001;Sen Gupka & Spencer 2001). General practice means a personal doctor-patient relationship, emphasis on longitudinal continuity of care and often a need to address psychosocial issues during a consultation.…”

Section: Introductionmentioning

confidence: 99%

Patients consulting with students in general practice: Survey of patients’ satisfaction and their role in teaching

Haffling

Håkansson

2008

Medical Teacher

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Section: Introductionmentioning

confidence: 99%

Patients consulting with students in general practice: Survey of patients’ satisfaction and their role in teaching

Haffling

Håkansson

2008

Medical Teacher

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“…To become community-responsive physicians, medical students need to spend time within communities, learn community health issues from local people, and contribute to community health within and beyond the provision of clinical care (Brill et al, 2002;Rubenstein et al, 1997). The importance of adjusting medical education goals to meet community needs and the use of communities as a learning site has been emphasized over the past decade (Boelen, 1995;Bruce, 1996;Gupta and Spencer, 2001;Habbik and Leeder, 1996;Morrison and Wat, 2003;Petersdorf and Turner, 1995). Servicelearning is one strategy for enabling students to learn community needs and to develop social responsibilities (Eckenfels, 1997).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Students’ Evaluation in a Community Service-Learning Program

Leung

Liu

Wang

et al. 2006

Adv in Health Sci Educ

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A community service-learning curriculum was established to give students opportunities to understand the interrelationship between family and community health, the differences between community and hospital medicine, and to be able to identify and solve community health problems. Students were divided into small groups to participate in community health works such as home visits etc. under supervision. This study was designed to evaluate the community service-learning program and to understand how students' attitude and learning activities affected students' satisfaction. The results revealed that most medical students had a positive attitude towards social service and citizenship but were conservative towards taking the role to serve people in the community. Students had achieved what they were required to learn especially the training in communication skills and ability to identify social issues. Students' attitude towards social service did not affect their opinions on the quality of the program and subjective rating on their achievement. The quality of the program was related to the quality of learning rated by the students.

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“…There is an increasing demand to deliver medical education in general practice. With the trend for hospitals to evolve into highly specialised centres with high throughput and short patient stay, 1 there is an associated shift in medical education (along with the patients) from the hospital environment to the community setting. The latter affords medical students and doctors the opportunity to see and manage common problems and chronic diseases, to put preventive health care into practice, to see patients in the context of their family environment, and to experience continuity of care — major medical curriculum learning objectives that are not so readily met in the hospital setting.…”

mentioning

confidence: 99%

Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice

Dick

King²,

Mitchell³

et al. 2007

Medical Journal of Australia

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There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.

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Why not teach where the patients are?

Cited by 6 publications

References 7 publications

Patients consulting with students in general practice: Survey of patients’ satisfaction and their role in teaching

Patients consulting with students in general practice: Survey of patients’ satisfaction and their role in teaching

Factors Affecting Students’ Evaluation in a Community Service-Learning Program

Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice

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