Minimal supervision out-patient clinical teaching

Figueiró-Filho, Ernesto Antônio; Amaral, Eliana; McKinley, Danette; Bezuidenhout, J; Tekian, Ara

doi:10.1111/tct.12237

Cited by 2 publications

(2 citation statements)

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“…Students in their final year favoured the sequential supervisory style, which allowed them to practise independently. The literature describes this as a ‘minimal supervision’ style, 39 offering students encounters that closely resemble what they will do as a doctor, and thus facilitating the development of clinical reasoning skills. The student preference for this style is aligned with social learning theory as it legitimises the role of a student in the patient’s journey, 37 and as part of the clinical team.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore a positive student perception of this style is found owing to the autonomy it confers. 22 This study however is the first to explore this in the context of primary care and with remote patients. However, it is a style which requires relatively more time and a spare consulting room, 23 acting as an inhibitor for tutors.…”

Section: Comparison With Existing Literaturementioning

confidence: 96%

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Undergraduate medical teaching with remote consultations in general practice: a realist evaluation

et al. 2022

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BackgroundAs a result of Covid-19, students in primary care now experience patient consultations predominantly remotely, with supervisors historically educating students in face-to-face contexts. There is a paucity of evidence regarding the facilitators and barriers to supervising students for excellent educational impact in the remote consultation environment.AimTo understand the facilitators and barriers to educating medical students using remote consultations in primary care, and the consequences for students in educational impact.Design & settingA realist evaluation methodology was adopted to identify causal chains of contexts, mechanisms, and outcomes describing how the teaching and learning functioned on a sample of medical students, and GP tutors from two UK medical schools.MethodAn initial programme theory developed from the literature and a scoping exercise informed the data collection tools. We collected qualitative data through online questionnaires (49 students, 19 tutors) and/or a semi-structured interview (8 students, 2 tutors). The data was coded to generate context-mechanisms-outcome configurations outlining how the teaching and learning operated.ResultsThe results demonstrated a sequential style of supervision can positively impact student engagement and confidence and highlighted a need to address student preparation for remote patient examinations. Students found passive observation of remote patient encounters disengaging, and in addition, reported isolation which impacted negatively on their experiences and perceptions of primary care.ConclusionStudent and tutor experiences may improve through considering the supervision style adopted by tutors and interventions to reduce student isolation and disengagement when using remote patient consultations in primary care.

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Section: Discussionmentioning

confidence: 99%

Section: Comparison With Existing Literaturementioning

confidence: 96%