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Patient perceptions of innovative longitudinal integrated clerkships based in regional, rural and remote primary care: a qualitative study

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dc.contributor.authorHudson, J.
dc.contributor.authorKnight, P.
dc.contributor.authorWeston, K.
dc.date.issued2012
dc.description.abstractBACKGROUND: Medical students at the University of Wollongong experience continuity of patient care and clinical supervision during an innovative year-long integrated (community and hospital) clinical clerkship. In this model of clinical education, students are based in a general practice 'teaching microsystem' and participate in patient care as part of this community of practice (CoP). This study evaluates patients' perceptions of the clerkship initiative, and their perspectives on this approach to training 'much-needed' doctors in their community. METHODS: Semi-structured, face-to-face, interviews with patients provided data on the clerkship model in three contexts: regional, rural and remote health care settings in Australia. Two researchers independently thematically analysed transcribed data and organised emergent categories into themes. RESULTS: The twelve categories that emerged from the analysis of transcribed data were clustered into four themes: learning as doing; learning as shared experience; learning as belonging to a community; and learning as 'becoming'. Patients viewed the clerkship learning environment as patient- and student-centred, emphasising that the patient-student-doctor relationship triad was important in facilitating active participation by patients as well as students. Patients believed that students became central, rather than peripheral, members of the CoP during an extended placement, value-adding and improving access to patient care. CONCLUSIONS: Regional, rural and remote patients valued the long-term engagement of senior medical students in their health care team(s). A supportive CoP such as the general practice 'teaching microsystem' allowed student and patient to experience increasing participation and identity transformation over time. The extended student-patient-doctor relationship was seen as influential in this progression. Patients revealed unique insights into the longitudinal clerkship model, and believed they have an important contribution to make to medical education and new strategies addressing mal-distribution in the medical workforce.
dc.description.statementofresponsibilityJudith N Hudson, Patricia J Knight and Kathryn M Weston
dc.identifier.citationBMC Primary Care, 2012; 13(1):72-1-72-8
dc.identifier.doi10.1186/1471-2296-13-72
dc.identifier.issn1471-2296
dc.identifier.issn1471-2296
dc.identifier.orcidHudson, J. [0000-0001-8139-0060]
dc.identifier.urihttp://hdl.handle.net/2440/107431
dc.language.isoen
dc.publisherBioMed Central
dc.rights© 2012 Hudson et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.source.urihttps://doi.org/10.1186/1471-2296-13-72
dc.subjectRural medical education; Longitudinal integrated clerkships; patient-centredness; patients as stakeholders
dc.titlePatient perceptions of innovative longitudinal integrated clerkships based in regional, rural and remote primary care: a qualitative study
dc.typeJournal article
pubs.publication-statusPublished

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