CeMENT: evaluation of a regional development programme integrating hospital and general practice clinical teaching for medical undergraduates

Wallace, Paul; Berlin, Anita; Murray, Elizabeth; Southgate, Lesley

doi:10.1046/j.1365-2923.2001.00763.x

Cited by 14 publications

(8 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Increased pressure for clinical placements in regional hospitals 10 and recognition that medical students have limited exposure to the breadth of medical conditions when they are based in tertiary hospitals 11–13 resulted in the more widespread movement away from the block rotation model of clinical placements 1,14–17 . In 1997, the USA WWAMI Rural Integrated Training Experience (WRITE) was developed and has since evolved into a 20‐week community clerkship based in rural primary care, in which students follow doctors and patients through the health care continuum and receive credit for clerkships in general practice, paediatrics, psychiatry and a community research project while participating in the programme 7 .…”

Section: Introductionmentioning

confidence: 99%

Outcomes of longitudinal integrated clinical placements for students, clinicians and society

et al. 2012

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Outcomes of longitudinal integrated clinical placements for students, clinicians and society

et al. 2012

View full text Add to dashboard Cite

show abstract

“…Whilst the hospitalbased specialists were paid to teach students only indirectly through their employer (who are in turn paid by the School of Medicine), all of the 17 tutors in the Research group were experienced general practitioners who were paid explicitly by the School of Medicine to teach clinical skills. In contrast to other studies (Murray et al 1997;Wallace et al 2001;Grant & Robling 2006) the GPs taught in clinical teaching rooms on the UQ School of Medicine campus, and not in the community.…”

Section: Structured Clinical Skills Trainingmentioning

confidence: 78%

Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction

et al. 2009

View full text Add to dashboard Cite

Introduction: The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates' incompetence in some clinical skills. Methods: A systematic Structured Clinical Coaching Program (SCCP) for a large cohort of Year 1 students was developed, providing explicit learning objectives for both students and paid generalist clinical tutors. It incorporated ongoing multi-source formative assessment and was evaluated using a case-study methodology, a control-group design, and comparison of formative assessment scores with summative Objective Structured Clinical Examination (OSCE) scores. Results: Students demonstrated a higher level of competence and confidence, and the formative assessment scores correlated with the Research students' summative OSCE scores. SCCP tutors reported greater satisfaction and confidence through knowing what they were meant to teach. At-risk students were identified early and remediated. Discussion: The SCCP ensures consistent quality in the teaching and assessment of all relevant clinical skills of all students, despite large numbers. It improves student and teacher confidence and satisfaction, ensures clinical skills competence, and could replace costly OSCEs.

show abstract

“…These positions need training and may be more attractive if combined with credit towards a certificate, diploma or masters level qualification in medical education. The second model is to fund hospitals and practices to replace or increase clinical staff establishments to release some for teaching (Wallace et al, 2001). Over time, local supervisory capacity will increase, allowing increased local responsibility.…”

Section: Introductionmentioning

confidence: 99%

Twelve tips for expanding undergraduate clinical teaching capacity

2018

View full text Add to dashboard Cite

Undergraduate medical education has expanded substantially in recent years, through both establishing new programs and increasing student numbers in existing programs. This expansion has placed pressure on the capacity for training students in clinical placements, raising concerns about the risk of dilution of experience, and reducing work readiness. The concerns have been greatest in more traditional environments, where clinical placements in large academic medical centers are often the "gold standard". However, there are ways of exposing medical students to patient interactions and clinical supervisors in many other contexts. In this paper, we share our experiences and observations of expanding clinical placements for both existing and new medical programs in several international locations. While this is not necessarily an easy task, a wide range of opportunities can be accessed by asking the right questions of the right people, often with only relatively modest changes in resource allocation.

show abstract

CeMENT: evaluation of a regional development programme integrating hospital and general practice clinical teaching for medical undergraduates

Abstract: This model of collaborative clinical teaching between hospital and general practice can be implemented in accordance with the project's key aims, but the enthusiastic involvement of hospital clinicians may be difficult to secure.

Cited by 14 publications

References 20 publications

Outcomes of longitudinal integrated clinical placements for students, clinicians and society

Outcomes of longitudinal integrated clinical placements for students, clinicians and society

Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction

Twelve tips for expanding undergraduate clinical teaching capacity

Contact Info

Product

Resources

About