Placing education at the centre of the outpatient clinic improves learning and experiences for everyone using the multilevel attainment of learning, teaching and support (MALTS) approach

Blair, Mitch; Wortley, Elizabeth; McGuff, Kirsty

doi:10.1136/archdischild-2019-317544

Cited by 3 publications

(7 citation statements)

References 8 publications

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“…Like some other studies, this study indicates that various patient management skills can be improved within the outpatient setting [ 10 , 23 , 26 , 30 – 33 ].…”

Section: Discussionsupporting

confidence: 74%

“…The decision about which methods to use is extremely complex and influenced by factors such as student knowledge level, learning objectives, as mentioned by our participants, teacher experiences, educational funding, facilities, and equipment [ 34 , 35 ]. Using textbooks and researching educational materials before patient visits are also valued by trainees [ 10 ].…”

Section: Discussionmentioning

confidence: 99%

“…This is supported by research on "resident as teacher" studies [ 42 , 50 , 51 ]. The prioritization of health systems over medical student education is also emphasized [ 10 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

“…In ambulatory clinics, students can experience various disorders under common conditions [ 1 , 8 , 9 ]. Furthermore, ambulatory care clinics are crucial for acquiring and developing students’ clinical skills, such as history-taking, clinical reasoning, physical examination, chronic disease management, and interprofessional collaboration [ 1 , 2 , 6 , 8 , 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

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Outpatient education, a momentous in clinical education: a qualitative study of medical students’, faculty members’, and residents’ perspectives

Barzegar,

Faghihi,

Amini

et al. 2023

BMC Med Educ

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Background Even though a lot of scholars have been looking at outpatient education lately because it has become more popular and they want to know about its successes, failures, and problems, we have not been able to find a complete study. Therefore, our study aims to gain a deeper understanding of the various aspects of outpatient education based on the actual experiences of medical students, faculty, and residents. Methods Face-to-face and semi-structured interviews were used to collect data for this qualitative study. Until data saturation was reached, the interviews continued. A total of 21 participants from Shiraz University of Medical Sciences, including medical students, residents, and teachers, were enrolled. The Guba and Lincoln-first written standards for scientific accuracy in qualitative research were used to figure out how reliable the data were. Results Fourteen categories were extracted from four main themes. The results show that four categories: “physical space and equipment,” “prerequisites related to the curriculum,” “teaching skills development,” and “near-peer teachers” should be considered for outpatient education preparation. Theme 2, “implementation requirements,” included “student dimension,” “faculty’s commitment to planning,” and “program supervision.” Theme 3, “challenges of outpatient education,” was described by five related categories, including “curriculum implementation challenges,” “student challenges,” “faculty challenges,” “system-related challenges,” and “patient-related challenges.” Finally, two categories emerged about facilitators of outpatient education: internal and external facilitators. Conclusion Outpatient clinics represent a crucial aspect of medical practice. To effectively leverage this resource, preliminary planning, considering all the prerequisites, paying attention to the implementation requirements, getting to know the challenges, and trying to solve them, especially with incentives, are essential.

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“…Like some other studies, this study indicates that various patient management skills can be improved within the outpatient setting [ 10 , 23 , 26 , 30 – 33 ].…”

Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

“…This is supported by research on "resident as teacher" studies [ 42 , 50 , 51 ]. The prioritization of health systems over medical student education is also emphasized [ 10 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Outpatient education, a momentous in clinical education: a qualitative study of medical students’, faculty members’, and residents’ perspectives

Barzegar,

Faghihi,

Amini

et al. 2023

BMC Med Educ

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show abstract

“…For example, this has led to the understanding that in order to use new knowledge in clinical practice, medical learners need to be encouraged and supported to process the knowledge, rather than listen to it being delivered by a more experienced physician [5]. In addition, it has been shown that pediatric and other residents flourish in a supportive learning environment, rather than work hard, see lots of patients, and learn on the fly [6,7]. Such insights from educational science may have a considerable impact on our daily educational practice in the workplace.…”

mentioning

confidence: 99%

The art and science of clinical pediatric education

2021

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A novel model of ambulatory teaching of residents in general practice in China: a cross-sectional study

Liang,

Liu,

Zhang

et al. 2024

BMC Med Educ

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Background This study aims to determine the satisfaction and future training needs of general practice residents participating in a novel model of ambulatory teaching aligned with the specifications for standardized residency training in outpatient management issued by the Chinese Medical Doctor Association (CMDA). Methods A cross-sectional survey of the satisfaction and training needs was conducted among general practice residents at West China Hospital, Sichuan University. Patient characteristics and preceptors’ feedback on the residents’ performance were also analyzed. Results The study involved 109 residents (30.28% men) and 161 patients (34.78% men; age: 52.63 ± 15.87 years). Residents reported an overall satisfaction score of 4.28 ± 0.62 with the ambulatory teaching program. Notably, residents scored lower in the Subjective-Objective-Assessment-Plan (SOAP) evaluation when encountering patients with the greater the number of medical problems (P < 0.001). Residents encountering patients with a shorter duration of illness (< 3 months) achieved higher scores than those with longer illness durations (≥ 3 months, P = 0.044). Residency general practitioners (GPs) were most challenged by applying appropriate and effective patient referrals (43/109; 39.45%). GPs expressed a strong desire to learn how to make decisions when facing challenging patient situations (4.51 ± 0.63). Conclusion This study suggests selecting patients with multiple comorbidities for ambulatory teaching and enhancing training on practical problem-solving abilities for GPs. The findings provide insights for the development of future ambulatory teaching programs.

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Placing education at the centre of the outpatient clinic improves learning and experiences for everyone using the multilevel attainment of learning, teaching and support (MALTS) approach

Cited by 3 publications

References 8 publications

Outpatient education, a momentous in clinical education: a qualitative study of medical students’, faculty members’, and residents’ perspectives

Outpatient education, a momentous in clinical education: a qualitative study of medical students’, faculty members’, and residents’ perspectives

The art and science of clinical pediatric education

A novel model of ambulatory teaching of residents in general practice in China: a cross-sectional study

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