Learning medicine in the community

Field, Jenny; Kinmonth, Ann‐Louise

doi:10.1136/bmj.310.6976.343

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…This situation is compounded by the lack of opportunity for clinical teachers to develop the skills to competently teach junior medical trainees (Field & Kinmonth 1995). Until the early 1990s no formal university programmes were directed towards clinical teachers (Cox 1993a) and most consultants still do not generally see the preregistration year as an educational process (Gillard et al 1993).…”

Section: Discussionmentioning

confidence: 99%

“…Increasingly, attention has been focused on the need to ‘train the trainers’ (Calman 1994) and to enhance their role as facilitators in the clinical setting (Price & Milfin 1994). Without it, consistently high quality teaching is unlikely to be maintained (Field & Kinmonth 1995). Concern has also been expressed that the current educational system is ill‐equipped to deal with the multi‐faceted needs of sick people and fails to engender ‘whole person understanding’ (Weatherall 1994).…”

Section: Introductionmentioning

confidence: 99%

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Training experiences immediately after medical school

1997

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Trainees in all teaching hospitals in New South Wales were surveyed using a self-completion, postal questionnaire to assess perceptions of the quality and extent of training received for interactional and technical skills. The response rate was 67.1%. Mean age was 25.4 years and 38.8% were female. Overall, training was found to be generally poor in terms of time and educational strategies used. Interactional skills were found to receive lower levels of training than technical skills both prior to and during the intern year with significantly fewer (P < 0.000) educational strategies reported for training received in interactional skills than for technical skills. Trainees' perceptions of the adequacy of training was significantly more negative for interactional than technical skills (P < 0.001). Assessment of competence was also significantly lower for interactional than technical skills (P < 0.001). On average, fewer than one in three trainees considered themselves to be competent in interactional skills compared to two-thirds who reported themselves as competent for technical skills. The findings of this study highlight the need for improved efforts with regard to both the quality and quantity of training provided during the intern year. Considerable scope exists for improved educational experiences for both interactional and technical skill areas, but particularly for interactional skills. Overall, greater use of a range of basic educational strategies such as the provision of 'observation' and 'critical feedback' is indicated. Efforts also need to be directed toward the training of clinical educators to optimize the potential of the preregistration period.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Training experiences immediately after medical school

1997

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“…This has resulted in a concentration on filtered major acute illness to the exclusion of less severe acute illness and many categories of chronic illness, which are the main burden on the health system. Increasingly, reliance on large urban tertiary teaching hospitals as the major focus for clinical education will become less important, with the focus shifting to student learning opportunities in community‐based experiences 18 –20…”

Section: Introductionmentioning

confidence: 99%

The Parallel Rural Community Curriculum: an integrated clinical curriculum based in rural general practice

et al. 2000

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“…Surgical education has been under‐represented in recent developments aimed at adapting medical education to changes in health care (Lawson & Moss 1994; Seabrook et al 1994; Field & Kinmonth 1995; Oswald et al 1995). Teaching in consultant surgical outreach clinics in general practice has been piloted at St Bartholomew's Hospital (Ingham Clark 1992), but we could find no evidence of more substantial innovative schemes.…”

Section: Discussionmentioning

confidence: 99%

Teaching and learning in day surgery units: a UK survey

Seabrook

Lawson

Pa³

1997

Medical Education

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Recent increases in day case surgery offer new opportunities for medical student learning, whilst the reduction in surgical beds and length of hospital stays has reduced opportunities in traditional inpatient settings. To establish the extent and nature of undergraduate medical education in day surgery units in the UK, the authors undertook a postal questionnaire survey. Of the 227 units which replied, 45% are used for teaching. In 83% of these, students attend only single operating lists, and only 7% of units take students for more than 1 day per week. This suggests that students have very limited teaching in day surgery units. Diagnosis, common surgical procedures and rehabilitation are increasingly carried out in outpatient, day case and community settings. These may be missed by students unless educational programmes are responsive to trends in health care delivery. Day surgery units could play an increased role in medical education.

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Learning medicine in the community

Cited by 6 publications

References 7 publications

Training experiences immediately after medical school

Training experiences immediately after medical school

The Parallel Rural Community Curriculum: an integrated clinical curriculum based in rural general practice

Teaching and learning in day surgery units: a UK survey

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