Rewards, costs and challenges: the general practitioner’s experience of teaching medical students

Sturman, Nancy; Rego, Patricia; Dick, Marie–Louise

doi:10.1111/j.1365-2923.2011.03930.x

Cited by 62 publications

(73 citation statements)

References 20 publications

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“…1 Providing clinical placements can result in many benefits and challenges to healthcare services. Benefits include encouraging staff to engage in reflective practice 3 and increased exposure to evidence-based practice and current knowledge. 4 Reported barriers include managing time constraints and coping with challenging students.…”

Section: Introductionmentioning

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

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Objective. The aim of the present study was to determine the clinical activity profile of preregistration physiotherapy students during clinical placements and their clinical activity contribution to health service delivery.Methods. Clinical activity data for 2014 were obtained from five Queensland public sector hospitals providing preregistration physiotherapy students clinical education in three key clinical areas (cardiorespiratory, musculoskeletal and neurological) over four 5-week placement blocks. Data regarding the number of student occasions of service (OOS) and the length of the OOS (LOOS) were collected to determine the average OOS and LOOS per student in each clinical area.Results. Twenty weeks of student data were collected from each hospital in each clinical area, representing 29.1% of cardiorespiratory, musculoskeletal and neurorehabilitation student placements. Students completed 19 051 OOS. The average OOS per student per block for cardiorespiratory, musculoskeletal and neurorehabilitation placements was 98.3, 74.0 and 72.4 respectively. Two-way ANOVA revealed a main effect of weeks (F = 402.1, P < 0.001) and clinical area (F =1331.5, P < 0.001) for LOOS.In addition, an interaction was found between clinical placement week and clinical area for LOOS (F = 8.4, P < 0.001).Conclusions. Student clinical activity data are useful for understanding the student contribution to health services. Student contribution appears to increase throughout the clinical placement and consideration should be given to the clinical educator : student ratio to enhance overall student contribution.What is known about the topic? Quantitative data describing physiotherapy student clinical care activity during placements are limited. What does this paper add? This paper profiles physiotherapy student clinical care activity and the changes occurring over 5-week placements. What are the implications for practitioners? Physiotherapy students provide clinical activity for health services that changes over their 5-week placement. Student clinical activity should be considered when responding to placement demand and planning service delivery.

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Section: Introductionmentioning

confidence: 99%

Clinical activity profile of preregistration physiotherapy students during clinical placements

Stoĭkov

Shardlow²,

Gooding³

et al. 2018

Aust. Health Review

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“…Supervisors and instructor roles is very important factor on GPs. Studies have revealed that instructors can have either positive [35] or negative [36] impact on staff morale. Another factor is education place that most of medical students in Iran are educated in big cities.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Inquiry Into the Challenges of Medical Education for Retention of General Practitioners in Rural and Underserved Areas of Iran

Delavari

Arab

Rashidian

et al. 2016

J Prev Med Public Health

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ObjectivesGeneral practitioners (GPs) retention in rural and underserved areas highly effects on accessibility of healthcare facilities across the country. Education seems to be a critical factor that affects GPs retention. Thus, the present study aimed at inquiry into medical education challenges that limit their retention in rural and underserved areas.MethodsA qualitative approach was applied for the aim of this study. Data were gathered via 28 semi-structured interviews with experts at different levels of Iran’s health system as well as GPs who retained and refused to retain working in rural settings. Interviews mainly were performed face-to-face and in some cases via telephone during 2015 and then coded and analyzed using content analysis approach.ResultsIran’s medical education is faced with several challenges that were categorized in four main themes including student selection, medical students’ perception about their field of study, education setting and approach, curriculum of medical education. According to experts this challenges could results in making GP graduates disinterested for practicing in rural and underserved areas.ConclusionsChallenges that were found could have negative effects on retention. Modification in student’s perception about rural practice could be done via changing education setting and approach and curriculum. These modifications could improve GPs retention in rural and underserved areas.

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“…While the expectation remains a reality, for most clinicians, having the ability to translate important learning points in an effective way, remains a challenge (Sturman et al 2011). McDougall and Drummond (2005) reiterate that although doctors are experts at what they teach, they lack the expertise on how to teach and often continue to depend on personal experience rather than educational skill.…”

Section: Introductionmentioning

confidence: 99%

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Lachman¹,

Christensen²,

Pawlina³

2012

Medical Teacher

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Background: Significant increase in the literature regarding ''residents as teachers'' highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third-and fourthyear medical students through integrated apprenticeship and mentoring during the Human Structure didactic block. Aim: This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Results: Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Conclusion: Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

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Rewards, costs and challenges: the general practitioner’s experience of teaching medical students

Cited by 62 publications

References 20 publications

Clinical activity profile of preregistration physiotherapy students during clinical placements

Clinical activity profile of preregistration physiotherapy students during clinical placements

A Qualitative Inquiry Into the Challenges of Medical Education for Retention of General Practitioners in Rural and Underserved Areas of Iran

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

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