Patients as teachers: an integrated approach to teaching medical students about the ambulatory care of HIV infected patients

Vail, Rona M.; Mahon‐Salazar, Carol; Morrison, Ann; Kalet, Adina

doi:10.1016/0738-3991(95)00793-8

Cited by 35 publications

(41 citation statements)

References 8 publications

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“…Solomon et al (2003Solomon et al ( , 2005 found that PHAs who facilitated small group problem-based tutorials for medical students increased their teaching skills, self-awareness, and personal understanding of HIV. Other studies have shown that PHAs expressed a new appreciation of their role, a sense of empowerment in the teaching relationship, and a new insight into the struggles of the healthcare provider (Vail et al 1996). Each participant of the PHE was required to read one peerreviewed journal article and present the findings at the beginning of a small group session.…”

Section: Program Descriptionmentioning

confidence: 99%

Development, implementation, and evaluation of a student-initiated undergraduate medical education elective in HIV care

et al. 2012

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Section: Program Descriptionmentioning

confidence: 99%

Development, implementation, and evaluation of a student-initiated undergraduate medical education elective in HIV care

et al. 2012

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“…After all, given the implicit assumption in our field that one learns how to be a therapist by doing therapy, we should check in with trainees on what they are learning from their experiences on a regular basis. Along these lines, it might be useful to explicitly incorporate the concept of learning from clients into training programs (see Peirpont et al, 2001;Vail et al, 1996 for examples). The potential utility of incorporating this question into supervision is supported by research on the role of intention to learn on memory acquisition.…”

Section: Discussionmentioning

confidence: 99%

When the shoe is on the other foot: A qualitative study of intern-level trainees’ perceived learning from clients.

Stahl

Hill

Jacobs

et al. 2009

Psychotherapy: Theory, Research, Practice, Training

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Twelve trainees (3 men and 9 women) who had recently completed predoctoral internships at a university counseling center were interviewed about what they had learned from clients. Data were analyzed using a consensual qualitative research method. Participants reported learning things about doing therapy, themselves, client dynamics, human nature, the therapy relationship, and the usefulness of supervision. In addition, participants highlighted the importance of consultation and self-reflection to help them recognize what they learned. Implications for practice and research are discussed.

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“…As case loads grew, students saw patients for follow-up visits. These core clinical learning experiences were supplemented with weekly rounds with the chief of medicine, acute care walk-in clinic, an HIV minicourse, 6 and experience in the ear, nose, and throat, rheumatology, dermatology, and breast clinics.…”

Section: Description Of the Ambulatory Rotationmentioning

confidence: 99%

Ambulatory versus inpatient rotations in teaching third-year students internal medicine

Kalet¹,

Schwartz²,

Capponi³

et al. 1998

J Gen Intern Med

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We studied 63 randomly selected third-year students who split their 10-week medicine clerkship between ambulatory and inpatient components. Compared with their inpatient experience, during the ambulatory rotation, the 63 students felt more like doctors, more responsible for patients, and more able to know and help their patients. Students reported that ambulatory attending staff appeared happier and less stressed, and did not embarrass them as frequently. Compared with their 619 "inpatient" classmates, these 63 "ambulatory" students scored as well on the medicine examination, and were as likely to receive honors (44% vs 41%), and to choose internal medicine residencies (35% vs 34%). In conclusion, students experienced better relationships with their patients and teachers during the ambulatory rotation, which was academically comparable to the inpatient experience.KEY WORDS: medical student; medical education; ambulatory rotation; medical clerkship; inpatient rotation. J GEN INTERN MED 1998;13:327-330.S hifting medical student education in internal medicine (IM) from the inpatient to the outpatient setting is an appropriate response to the parallel shift in clinical practice. 1 However, compared with the rich tradition of bedside teaching in hospital-based clerkships, ambulatory care sites are relatively new to the medical education enterprise. Reports of ambulatory clerkships suggest that academically rigorous programs can provide students with an adequate knowledge base while broadening the curriculum to include ambulatory-specific topics. 2-4 However, we lack comprehensive evaluation data. This has raised concerns that ambulatory medical education is being embraced before its educational consequences are fully understood and the curricula are rigorously evaluated. 5 Between 1991 and 1995, New York University (NYU) School of Medicine piloted an ambulatory IM rotation for randomly selected third-year students. These students split their 10-week IM clerkship in half: an established inpatient rotation, and a new ambulatory rotation at the Gouverneur Diagnostic and Treatment Center. We describe this ambulatory IM rotation and evaluate students' perceptions and educational outcomes compared with the inpatient rotation. METHODS Description of the Ambulatory RotationFour randomly selected students (out of 30-40) per quarter were assigned to spend half their IM clerkship at Gouverneur, a municipal, primary care clinic affiliated with NYU School of Medicine. The rotation consisted of six, half-day clinical sessions in the primary care IM clinic. For each patient, the student completed a history and physical examination, developed a differential diagnosis and problem list, and designed a management plan. The student presented each case to a faculty preceptor who reviewed the clinical data and the student's clinical reasoning, and did a focused clinical evaluation. As case loads grew, students saw patients for follow-up visits. These core clinical learning experiences were supplemented with weekly rounds with the chief of...

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Patients as teachers: an integrated approach to teaching medical students about the ambulatory care of HIV infected patients

Cited by 35 publications

References 8 publications

Development, implementation, and evaluation of a student-initiated undergraduate medical education elective in HIV care

Development, implementation, and evaluation of a student-initiated undergraduate medical education elective in HIV care

When the shoe is on the other foot: A qualitative study of intern-level trainees’ perceived learning from clients.

Ambulatory versus inpatient rotations in teaching third-year students internal medicine

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