Medical students value-adding to general practice

Abstract

Background and objectiveMedical students can make valuable contributions to patient care during clinical placements. The aim of this study was to investigate student perceptions of the value of general practice placements for their learning, and their sense of contribution during their placements. MethodsThe study used a qualitative design to gather in-depth student perspectives on learning and contributions, using focus groups of final-year medical students on general practice placement. ResultsThirteen students participated in one of three focus groups. Students reported valuable learning affordances in general practice and identified contributions to improved workflow, rapport-building, patient education, encouraging clinician reflection and shared learning between general practitioner and student. DiscussionStudent perspectives of value-adding on general practice placements, and a deeper understanding of these learning environments, may enable general practice supervisors to facilitate placements that maximise these benefits.

Mapping interaction quality for nursing and medical students in primary care placement in municipal emergency care units: a systematic observational study

“…Undergoing clinical placement in municipal emergency care units may contribute to preparing nursing and medical students for future work in this area. Furthermore, studies have reported that vital aspects of nursing and medical students' learning process in primary care placement occur in interactions with supervisors, peers, interprofessional collaborations and patients (9)(10)(11). However, the quality of those interactions may influence students' learning experiences (12,13).…”

“…Prior research has indicated that nursing and medical students in primary care placements value quality interactions that contribute to an engaging and inclusive learning environment, wherein supervisors facilitate a gradual progression in learning activities in their respective community of practice (CoP) (9,14,15). Further, supervisors who demonstrate an interest in students' learning by being prepared and engaged reportedly contribute to a safe learning environment that facilitates active participation (16,17).…”