Community-based teaching: defining the added value for students and preceptors

Ferenchick, Gary S.; Chamberlain, John; Alguire, Patrick C.

doi:10.1016/s0002-9343(02)01093-8

Cited by 10 publications

(20 citation statements)

References 37 publications

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“…This was not entirely unexpected, as several articles have described the positive personal benefits of precepting in medicine and pharmacy. [6][7][8][9][10][11][12] This attitude was evident in the preceptor recruiting trends over the 3-year period; it became easier to recruit and maintain preceptors as word of mouth concerning the QA projects and their benefits spread among the local pharmacy practice community. By the third year, many potential new preceptors called the course director to volunteer without solicitation.…”

Section: Discussionmentioning

confidence: 99%

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Preceptor Perceptions of Pharmacy Student Team Quality Assurance Projects

Warholak¹

2009

Am J Pharm Educ

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Objectives. To assess preceptors' opinions of the impact of quality assurance projects. Methods. Students were given the opportunity to directly apply material learned in class in a ''real world'' environment by completing a quality assurance project in a community or health-system pharmacy. All preceptors (n 5 38) were contacted via telephone and given the opportunity to respond to open-ended questions concerning their experience with student-team quality assurance projects. Results. Preceptors indicated the quality assurance projects benefited their practice sites by providing additional resources (53%, n 5 19), decreased medication errors (22%, n 5 8), and increased awareness of the importance of quality assurance (22%, n 5 8). Ninety-four percent of respondents (n 5 34) perceived the projects had a positive impact on patient care and 92% (n 5 33) perceived a positive impact on themselves. Conclusions. Preceptors felt that quality assurance projects performed by pharmacy-student teams were beneficial to patient care, the practice site, and themselves. The quality assurance projects have broad applications and can be added to a medication safety class or to the introductory pharmacy practice experience (IPPE) sequence.

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Section: Discussionmentioning

confidence: 99%

“…Medical and pharmacy preceptor perceptions about the benefits and costs of precepting to the individual and to the clinical site have been described in the literature previously. [6][7][8][9][10][11][12] However, to the author's knowledge, this is the first article to discuss preceptor perceptions of the value of QA.…”

Section: Introductionmentioning

confidence: 99%

Preceptor Perceptions of Pharmacy Student Team Quality Assurance Projects

Warholak¹

2009

Am J Pharm Educ

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“…Indeed, there has been a progressive reduction in the number and length of hospitalizations as a result of these developments, as well as changes in the profiles of hospitalized patients. A greater presence of chronic patients with highly specialized and complex diseases has been observed in wards 2 , 3 , 4 …”

Section: Introductionmentioning

confidence: 99%

“…Based on their observations of transformations in medical practices, several authors have argued that “clinical teaching in universities is migrating from wards to outpatient clinics.” 2 , 5 , 6 , 7 For instance, in the 1990s, Young reported that, regardless of these changes, the traditional model of ward-centered education reflected a limitation of the educational focus and was insufficient for achieving a complete medical education 6 . Thus, contrary to Flexner’s precepts, a strong argument that clinical teaching should be based on outpatient profiles began emerging among medical education scholars.…”

Section: Introductionmentioning

confidence: 99%

Barriers to outpatient education for medical students: a narrative review

et al. 2019

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ObjectivesThis study surveys medical education literature published over the last 25 years (1993–2018) to identify the factors scholars consider deleterious to outpatient teaching for medical students. MethodsThis study conducts a review of medical education literature published between 1993 and 2018 using Medline, Lilacs, Ibecs, Cochrane Library, and Scielo databases. The following search terms were utilized: “Education, Medical, Undergraduate” AND “Ambulatory Care” AND “Teaching/methods” OR “Clinical Clerkship” OR “Preceptorship.” This study focuses on papers describing deleterious factors for outpatient teaching with medical students and analyzes their results, discussions, and conclusions sections. ResultsOf the 363 articles obtained, this study selected 33 for analysis. These papers identify numerous factors as barriers to outpatient education. For didactic purposes, these factors are categorized into four barrier groups: environment-institution, academic staff, students, and patients. Academic staff-related teaching barrier was the most frequently mentioned obstacle. Intense care schedule with little teaching time was considered the most common and relevant barrier to outpatient medical education, followed by inappropriate teaching environment and inadequate supervision model. ConclusionsThere is a lack of recent literature on studies focusing on barriers to effective outpatient medical education. Factors identified as harmful to outpatient education have been pointed out by course directors, academic staff, and students in the literature. However, many of these factors remain overlooked by educators, who can use these factors to modify their academic activities for more effective results.

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“…Yet, with increasingly short in‐patient hospital stays, patient care is managed predominantly in the community 4 . This is in contrast to medical student training and clinical exposure, which continues to be based mainly in the hospital setting, despite increasing evidence that a higher proportion should take place in the community 5–8 …”

mentioning

confidence: 99%