Clinical participation of medical students in three contemporary training models

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dc.contributor.authorShahi, R.
dc.contributor.authorWalters, L.
dc.contributor.authorWard, H.
dc.contributor.authorWoodman, R.
dc.contributor.authorPrideaux, D.
dc.date.issued2015
dc.description.abstractObjectives: As community settings are being used increasingly in undergraduate medical programmes, this study aimed to explore and compare the clinical experiences of students in hospital-based and community-based training programmes. It measured students' clinical participation and compared the perspectives of Year 3 medical students in three different models of clinical education: a tertiary hospital block programme; a community hybrid programme, and a rural longitudinal integrated clerkship (LIC) programme. Methods: The study used a mixed methodology approach to examine the clinical experiences of students through the analysis of logbooks and semi-structured student interviews. This involved the quantitative analysis of 88 logbook weeks, data from which were triangulated through the analysis of 101 individual interviews using grounded theory. Results: A total of 35 students across the three different clinical training models participated in the study. The results demonstrate significant differences among the three models in students' clinical participation and suggest that community settings provide more opportunities to students for meaningful engagement in patient care activities. Conclusions: Consistent wider and more direct access to patients for students, as found in the community-based model, provides a pathway for engaging students in the learning processes, and a step towards making them aware of their learning needs and knowledge. Interviews provide evidence that authentic clinical activities can be enhanced through structured systems of supervision and through the provision of authentic roles for students in clinical teams.
dc.description.statementofresponsibilityRashmi Shahi, Lucie Walters, Helena Ward, Richard J Woodman and David Prideaux
dc.identifier.citationMedical Education, 2015; 49(12):1219-1228
dc.identifier.doi10.1111/medu.12815
dc.identifier.issn0308-0110
dc.identifier.issn1365-2923
dc.identifier.orcidWalters, L. [0000-0002-1322-1895]
dc.identifier.orcidWard, H. [0000-0002-3831-1205]
dc.identifier.urihttp://hdl.handle.net/2440/107964
dc.language.isoen
dc.publisherWiley
dc.rights© 2015 John Wiley & Sons Ltd
dc.source.urihttps://doi.org/10.1111/medu.12815
dc.subjectHumans
dc.subjectPhysician-Patient Relations
dc.subjectModels, Educational
dc.subjectCurriculum
dc.subjectEducation, Medical, Undergraduate
dc.subjectClinical Clerkship
dc.subjectStudents, Medical
dc.subjectHospitals
dc.subjectCommunity Health Services
dc.subjectSouth Australia
dc.subjectFemale
dc.subjectMale
dc.subjectInterviews as Topic
dc.subjectGrounded Theory
dc.titleClinical participation of medical students in three contemporary training models
dc.typeJournal article
pubs.publication-statusPublished

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