Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship

Birden, Hudson; Barker, Jane; Wilson, Ian G

doi:10.3109/0142159x.2015.1114594

Cited by 20 publications

(37 citation statements)

References 67 publications

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“…Previous studies have indicated that a rural placement is an excellent way to learn medicine, [52][53][54] and develop a disposition to practice in rural areas [55]. Our findings concur with previous reports [55] in that there tends to be better clinical exposure in rural areas [54] making it a good place to start one's career.…”

Section: Discussionsupporting

confidence: 89%

Job satisfaction of medical interns: a qualitative study using Herzberg’s hygiene motivation theory

Isaacs¹,

Raymond²,

Jacob³

et al. 2020

Preprint

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Background: Human resource management policies and practices are not well understood and implemented in some health care settings. Besides affecting client outcomes, poor management practices can adversely affect the health and wellbeing of healthcare professionals such as nurses and doctors. The junior most doctors in the medical hierarchy of a hospital are interns. Owing to long working hours and heavy workloads, internship can be quite a stressful experience resulting in unprofessional and unethical behaviours as well as increased number of medical errors. Although there is an abundance of research on the difficulties faced by interns, there is a paucity of research highlighting their job satisfaction. Identifying factors that influence interns’ job satisfaction could inform better working conditions for interns as well as improve client outcomes and overall hospital performance. Methods: Job satisfaction was explored by one-to-one semi-structured interviews with 12 senior interns within the theoretical framework of Herzberg’s ‘hygiene-motivation’ or ‘two factor theory’. Data were analysed thematically. Results: Reasons for job satisfaction included feeling supported in the work place as well as getting quality supervision, teaching and clinical exposure. Reasons for job dissatisfaction included poor access to administration, unduly stressful working situations, lack of support for mental health and wellbeing and poorly organised teaching sessions. The results of this study closely align with Herzberg’s motivation hygiene theory showing that reasons for job satisfaction are mostly different from reasons for job dissatisfaction. Conclusion: The internship experience, together with the people they are influenced by, can determine a doctor’s future career pathway. It is therefore vital for internship coordinators and hospital managers to facilitate a positive internship experience. The findings have implications for human resource management policy and practice in hospitals.

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Section: Discussionsupporting

confidence: 89%

Job satisfaction of medical interns: a qualitative study using Herzberg’s hygiene motivation theory

Isaacs¹,

Raymond²,

Jacob³

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…However, there are some similarities with other rurally based LICs, where students also spend several months in a community setting. For example in Ontario, Canada, (Dubé et al 2015), or in Northern New South Wales, Australia (Birden et al 2016). Our paper adds to the literature in extending explanatory understanding of longitudinal placements as a SLS (Daly et al 2013b) informed and shaped by theoretical concepts drawn from student work based learning, including sociological and social network perspectives (Billett 2009;Guile and Griffiths 2001;Engeström 2001;Reeve and Tseng 2011).…”

Section: Discussionmentioning

confidence: 84%

Social learning in a longitudinal integrated clinical placement

Roberts

Daly

Held

et al. 2016

Adv in Health Sci Educ

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Recent research has demonstrated that longitudinal integrated placements (LICs) are an alternative mode of clinical education to traditional placements. Extended student engagement in community settings provide the advantages of educational continuity as well as increased service provision in underserved areas. Developing and maintaining LICs require a differing approach to student learning than that for traditional placements. There has been little theoretically informed empirical research that has offered explanations of which are the important factors that promote student learning in LICs and the relationships between those factors. We explored the relationship between student learning, student perceptions of preparedness for practice and student engagement, in the context of a rural LIC. We used a sequential qualitative design employing thematic, comparative and relational analysis of data from student interviews (n = 18) to understand possible processes and mechanisms of student learning in the LIC. Through the theoretical lens of social learning systems, we identified two major themes; connectivity and preparedness for practice. Connectivity described engagement and relationship building by students, across formal and informal learning experiences, interprofessional interactions, social interactions with colleagues, interaction with patients outside of the clinical setting, and the extent of -016-9740-3 integration in the wider community. Preparedness for practice, reflected students' perceptions of having sufficient depth in clinical skills, personal and professional development, cultural awareness and understanding of the health system, to work in that system. A comparative analysis compared the nature and variation of learning across students. In a relational analysis, there was a positive association between connectivity and preparedness for practice. Connectivity is a powerful enabler of students' agentic engagement, collaboration, and learning within an LIC. It is related to student perceptions of preparedness for practice. These findings provide insight for institutions wishing to develop similar programmes, by encouraging health professional educators to consider all of the potential elements of the placements, which most promote connectivity.Adv in Health Sci Educ (2017) 22:1011-1029 DOI 10.1007/s10459

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“…The curricular activities can range from community health-orientated activities for junior students to clerkships within communities for more senior students (Thistlethwaite et al 2013). Senior students on longitudinal integrated community clerkships report significant benefits of that experience for their current role as junior doctors (Birden et al 2016). The extra-curricular engagement can include advocacy groups for vulnerable populations, fund raising for health projects, treating pets belonging to the homeless, or teaching school children about organ donation, safe sex, or risks of smoking.…”

Section: Tip 11mentioning

confidence: 99%

Twelve tips for enhancing student engagement

et al. 2018

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Student engagement refers to a broad range of activities where students participate in management, education, research, and community activities within their institutions. It is a mutually beneficial collaborative approach between students and their institutions. This article provides practical advice for the implementation or further development of student engagement at medical, dental, and veterinary schools. The tips provided are based on the experiences of a group of universities recently recognized for best practice in student engagement, and are supported by evidence from the literature. The tips cover overarching themes which include the creation of an institutional culture and formal framework for student engagement, and maximize communication routes between students with peers and faculty. Tips are for specific areas of active student engagement, covering curriculum design and development, peer teaching, governance processes, research activities, peer support programs, and interaction with the local community.

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Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship

Cited by 20 publications

References 67 publications

Job satisfaction of medical interns: a qualitative study using Herzberg’s hygiene motivation theory

Job satisfaction of medical interns: a qualitative study using Herzberg’s hygiene motivation theory

Social learning in a longitudinal integrated clinical placement

Twelve tips for enhancing student engagement

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