Novel clinical learning from a student-led clinic

Bostick, Geoff P.; Hall, Mark David; Miciak, Maxi

doi:10.1111/tct.12214

Cited by 30 publications

(35 citation statements)

References 8 publications

(16 reference statements)

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“…One scenario that eliminated these typical time constraints is the student-led free clinic. Nationwide, student-led free clinics have been utilized to meet the needs of underserved communities and have received high satisfaction scores from patients and students [8,9]. These models have shown students' increased ownership of patients' experiences [8] and improvement in the students' knowledge and skills [10,11].…”

Section: Introductionmentioning

confidence: 99%

Student experiences and satisfaction with a novel clerkship patient scheduling

Oberhelman

Boswell

Jensen

et al. 2020

Medical Education Online

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Background: Outpatient primary care clerkships are an important part of medical students' education.Traditional clerkships usually partner a student with a single preceptor in that physician's clinic. However, it can be quite difficult for the preceptor to balance the educational needs of the students, the expectations of the patients and the organizational demands of the clinic practice. Objective: An innovative scheduling model (named "Patients as Teachers" [PAT] clinic) was developed as part of our third-year Family Medicine clerkship. The goal was to increase the students' opportunities for independence and improve their satisfaction without negatively impacting the flow of the clinic or patient satisfaction. Design: The third-year medical students spent part of their clerkship working in the PAT clinic and part of the time working with an individual preceptor in that preceptor's clinic in the traditional, usual fashion (PAU clinic-precepting as usual). The students completed patientlogs regarding the patients they saw and their level of participation. They also completed a voluntary survey regarding their experiences. Results: Students performed more independent interviews (90.3 vs 59.0%) and independent exams (96.2 vs 63.3%) in the PAT clinic than while working with their traditional preceptor (both p<0.01). Students were highly satisfied with the experience with 89.5% stating they would recommend it and 87.7% finding the PAT clinic to be an equal or superior experience to the PAU experience. Conclusions: Using a combination of time in the PAT clinic and time with a one on one preceptor in the usual fashion was successful in increasing opportunities for student autonomy and achieving a high level of student satisfaction in our third-year Family Medicine clerkship. Additional opportunities for innovative scheduling could be considered for meeting a variety of clerkship and clinic needs.

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Section: Introductionmentioning

confidence: 99%

Student experiences and satisfaction with a novel clerkship patient scheduling

Oberhelman

Boswell

Jensen

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

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“…There is a growing sense of unease regarding the sustainability of clinical education. This is partly due to funding restrictions in the education and healthcare sectors, an exponential growth in student enrolments in physiotherapy entry-level programs, and a decreasing source of clinical education providers (Bostick, Hall, and Miciak, 2014;Crosbie et al, 2002;Hobbs, Henley, Higgs, and Williams, 2000). Additional barriers such as staff shortages, financial limitations, competition between universities, and challenges in delivering quality patient care also impact student clinical placement capacities across wider healthcare settings (Davies, Hanna, and Cott, 2011;Strohschein, Hagler, and May, 2002).…”

Section: Introductionmentioning

confidence: 99%

Factors associated with patient-satisfaction in student-led physiotherapy clinics: A qualitative study

Forbes

Nolan

2018

Physiotherapy Theory and Practice

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“…In this study, PA scoring functioned purely as a reflective exercise for student assessors. Two prior studies found that peer assessment was a valued student-led approach to assessment strategies, 23,24 but more evidence is needed to support this important assessment tool for future assessment strategies.…”

Section: Resultsmentioning

confidence: 99%

Caries Removal by First‐Year Dental Students: A Multisource Competency Assessment Strategy for Reflective Practice

Peralta

Ramaswamy

Karl

et al. 2017

Journal of Dental Education

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Multisource assessment (MSA) uses multiple assessors to provide feedback. Little is known about the validity of using MSA feedback for improving students' ability to self-assess in a preclinical environment. Therefore, the aim of this study was to measure the validity of using a defined reflective process involving an MSA tool for building skill in dental students' self-evaluation of caries excavation on extracted teeth. As part of this process, 104 first-year students at one U.S. dental school used a selfgenerated study plan (SGSP) for structured reflection on MSA feedback during the 2013-14 academic year. Interrater agreement, determined through calculation of percentage-agreements in scoring, was measured among three assessor groups (self-, peer, and expert assessors) in formative assessment and between two assessor groups (self-and expert assessors) in summative assessment two weeks apart, allowing for reflective practice and completion of an SGSP between assessments. Validity for improving self-assessment was determined by measuring significance in positive shifts of agreement between self-and expert assessors. The results showed that interrater agreement between the self-and expert assessors increased significantly: from a 28% agreement in formative assessment to a 60% agreement in summative assessment. Significance in percentage shifts between assessments was demonstrated with a McNemar score of 0.26 (p<0.001). These results suggest that the described MSA tool and reflective process in an SGSP may be valid methods for improving skill in student self-evaluation of competence in caries excavation on extracted teeth.

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Novel clinical learning from a student-led clinic

Abstract: Student-led clinics have clear community benefits by mitigating service gaps while providing experiential learning opportunities. These learning opportunities are perceived to be novel, and may resemble advantages observed in the classroom with problem-based learning.

Cited by 30 publications

References 8 publications

Student experiences and satisfaction with a novel clerkship patient scheduling

Student experiences and satisfaction with a novel clerkship patient scheduling

Factors associated with patient-satisfaction in student-led physiotherapy clinics: A qualitative study

Caries Removal by First‐Year Dental Students: A Multisource Competency Assessment Strategy for Reflective Practice

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