Do patients have an obligation to participate in student teaching?

Lowe, Michael; Kerridge, Ian; McPhee, John; Hart, Clare

doi:10.1111/j.1365-2923.2007.02948.x

Cited by 21 publications

(31 citation statements)

References 15 publications

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“…Nesse contexto, surge a possibilidade de substituir pacientes por simulações 12 , No entanto, isto poderia tornar o custo do ensino médico muito alto e o sistema poderia colapsar 12 . Os manequins e simulações, entretanto, poderiam ser utilizados de forma complementar no aprendizado 12 a fim de aprimorar a técnica do exame, diminuindo a insegurança do estudante e melhorando a aceitação das pacientes.…”

Section: Suzana Maria Pires Do Rio Et Al Prática Ginecológica: Visãounclassified

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Vivência das mulheres atendidas por alunos de medicina em consulta ginecológica

Rio¹,

Trivellato²,

Caldeira³

et al. 2013

Rev. bras. educ. med.

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Section: Suzana Maria Pires Do Rio Et Al Prática Ginecológica: Visãounclassified

“…Alternativas para contornar a barreira existente entre pacientes e acadêmicos foram a implementação do uso de manequins e simulações no ensino médico 3,12 . Apesar disso, não existem substitutos adequados para o contato com pacientes reais 8 , devendo este ser apenas um método complementar.…”

Section: Introductionunclassified

Vivência das mulheres atendidas por alunos de medicina em consulta ginecológica

Rio¹,

Trivellato²,

Caldeira³

et al. 2013

Rev. bras. educ. med.

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“…An important aim of the data collection was to achieve saturation of information and thus the cohort size lent itself to a series of focus group interviews where each group had shared experiences and offered the opportunity for data saturation [57]. The focus group facilitator who was an academic with no educational connection to the students made initial contact.…”

Section: Data Collectionmentioning

confidence: 99%

“…The focus group facilitator who was an academic with no educational connection to the students made initial contact. This was an important ethical measure, protecting participants from feeling pressure to participate because course educators were involved in the research [57]. In addition this research proposal had received approval from the University research ethics committee.…”

Section: Data Collectionmentioning

confidence: 99%

“…After a briefing by the facilitator that explained the background to the research, participants were given an information sheet and consent form, all students consented to take part in the research and the focus groups were set for week 11. The facilitator had a background in technology-enhanced learning and so in order to reduce the potential for bias whilst conducting the focus groups another member of the research team was sequestered behind a one-way mirror and took field notes during the focus groups [57,58]. The facilitator"s behaviour included non-direction of participants and the minimal use of prompts or probes, allowing the participants to express their thoughts and perceptions [59][60][61][62].…”

Section: Data Collectionmentioning

confidence: 99%

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Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

Harper¹,

Eales-Reynolds²,

Markham³

2013

J Contemp Med Edu

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Innovation in clinical learning is reported as being useful in preparing health and social care students for clinical patient care, but historically these learners have relied on traditional pedagogies including didactic classroom learning and apprenticeship "practice" on live patients in a clinical environment. This paper investigates whether students find it useful to augment traditional learning methods with simulation and video (hybrid learning) as a pre-junct to learning in clinical placement. Replacing the usual initial clinical placement with a 12-week study block employing hybrid-teaching techniques reformed the traditional curriculum for Operating Department Practitioner students. An interpretative phenomenographic methodology was adopted for this study and data was collected through anonymous focus group interviews. The data support two concepts that 1) confidence and self-belief perpetuate the desire for new learning and 2) multi-professional learning develops a professional approach in terms of communication, care intervention and thinking processes. The data presented was obtained using a qualitative phenomenographic approach and the results infer specific advantages of hybrid learning to the participants to supplement traditional teaching methods by addressing theoretical limitations of learning and inequity of placement experiential learning. Limitations to this study are the absence of a control group to directly compare against apprenticeship learning methods alone and the sample group being single site, single cohort.

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