Studentsʼ time allocation in a required third-year ambulatory care clerkship

Lawrence, Steven; Mark, David H.; Fulkerson, Phillip K.; Cohen, Rodrigo Laham

doi:10.1097/00001888-199401000-00017

Cited by 19 publications

(24 citation statements)

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“…[21] The physical environment score is made up of a number of factors that were agreed in Cotton et al's work [13] to be important indicators of quality. The absence of a significant relationship between student OSCE performance and faculty perception of the practices' enthusiasm for teaching is interesting; the characteristics of practice teachers, [3,13,22,23,24] especially their enthusiasm for teaching [3,13] have been seen as important in influencing outcomes for students. However, the reliability of our assessments of the enthusiasm of practice teachers is unknown and may be influenced by factors such as relationships within a community of practice [11,12] and local opinion or hearsay.…”

Section: Discussionmentioning

confidence: 99%

Do quality indicators for general practice teaching practices predict good outcomes for students?

Bartlett

Potts

McKinley

2016

Education for Primary Care

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Section: Discussionmentioning

confidence: 99%

Do quality indicators for general practice teaching practices predict good outcomes for students?

Bartlett

Potts

McKinley

2016

Education for Primary Care

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“…Riesenberg et al (2001) demonstrated that preceptor (i.e., physician teacher), rather than site characteristics, make the difference in primary care educational experiences. Lawrence et al (1999) identified that being alone with patients and working with their preceptors were students' most valued learning settings.…”

Section: Introductionmentioning

confidence: 99%

Early learner perceptions of the attributes of effective preceptors

Huggett

Warrier

Maio

2007

Adv in Health Sci Educ

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Medical education in the US has adapted to the shift of patient care from hospital to ambulatory settings by developing educational opportunities in outpatient settings. Faculty development efforts must acknowledge learners' perspectives to be effective in improving teaching and learning. Clinics provide important and unique learning opportunities, but also present different challenges for preceptors (i.e., physician teachers) and learners. Multiple studies have identified characteristics of effective preceptors of ambulatory care medicine. However, most of these studies were conducted among residents or students with clinical experience. To investigate preclinical, second-year medical students' perceptions of preceptor quality, we conducted an exploratory qualitative study using analysis of student learning journals. The purposive sample included 120 medical students in a private, Midwestern medical school in the United States. Learning journals of 110 students for two semesters were reviewed. Five attributes of an effective preceptor emerged: (1) Demonstrates professional expertise (2) Actively engages students in learning (3) Creates a positive environment for teaching and learning (4) Demonstrates collegiality and professionalism (5) Discusses career-related topics and concerns. Our findings suggest preclinical learners often begin initial clinical experiences with sophisticated definitions of professional expertise, and hold specific expectations for professionalism. These are based on previous coursework and personal experience. These expectations influence their perceptions of effective preceptors and learning experiences. Early clinical experiences can also influence perceptions about career and specialty choice. Improving our understanding of preclinical learners' perceptions of preceptor quality will improve the efficacy of faculty development efforts and learning experiences.

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“…Through the evaluation of these sources of information, students and doctors may deepen their understanding of their patients' experiences, enrich their own lives, and be able to use such sources as tools for teaching. However, in the desire to afford a proper place to professional attitudes in our undergraduate and postgraduate teaching, it is essential not to compromise the development of medical skills 35,36 ; simply adding more courses to an already overloaded curriculum may be self-defeating 15 . …”

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Professional attitudes: can they be taught and assessed in medical education?

2002

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-The medical profession is under increasing scrutiny with regard to the undesirable attitudes and behaviours of some of its members. Despite the setting of objectives for professional attitudes, it remains unclear how these can be taught and assessed. Having defined 'attitudes' , we consider some of the influences upon the development of professional attitudes within medicine. We then review possible ways of encouraging desirable attitudes and behaviours. Finally, we review and critique the main types of attitude assessment. We conclude that attitudes are complex, that the influence of medical culture is crucial, and that feasible assessment tools have yet to be developed. Key words: assessment, CPD, General MedicalCouncil, medical education, professional attitudes.The performance of doctors has come under increasing scrutiny in both the USA and the UK. This reflects the public's concern over what are perceived to be the inappropriate attitudes and behaviours of some members of the profession, together with an apparent lack of accountability. Sir Donald Irvine, President of the UK's General Medical Council (GMC), has called for a 'new professionalism' and has highlighted the fact that 'the public's unfulfilled expectations of doctors are crucially about attitudes' 1 . Similarly, in the USA, the definition of a profession (attributed to Supreme Court Justice Louis Brandels) stresses altruistic attitudes: 'A profession … cherishes performance … above personal rewards' 2 .How can medical students and doctors be encouraged to develop desirable attitudes? In the UK, medical schools have been revising their curricula in response to the recommendations published by the GMC in Tomorrow's doctors 3 . For the first time, the GMC has presented UK medical schools with a list of 'attitudinal objectives' that students are expected to have acquired and demonstrated by the time they graduate (Table 1). At postgraduate level, the GMC has published Good medical practice 4 , which contains a list of 14 'duties of a doctor' which are similar to, but not exactly the same as, the undergraduate attitudinal objectives ( Table 2). The GMC's approach to attitudes is not new. It mirrors aspects of 'the ideal internist' , a concept first put forward by the American Board of Internal Medicine (ABIM) in the 1970s 5 . More recently, the importance of attitudes has been reiterated in the USA in the form of learning objectives for medical student education. These have been proposed both by the Association of American Medical Colleges (AAMC) 6 and by a collaboration of the Society of General Internal Medicine (SGIM), the Clerkship Directors in Internal Medicine (CDIM) and the Division of Medicine at the US Department of Health and Human Services 7 . How are these objectives to be taught and assessed? At a conference organised by the GMC in 1997 it was acknowledged that 'the teaching and assessment of professional attitudes was proving to be the most difficult element of the new guidance' 8 , and the AAMC concluded that 'universally agre...

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Studentsʼ time allocation in a required third-year ambulatory care clerkship

Cited by 19 publications

References 0 publications

Do quality indicators for general practice teaching practices predict good outcomes for students?

Do quality indicators for general practice teaching practices predict good outcomes for students?

Early learner perceptions of the attributes of effective preceptors

Professional attitudes: can they be taught and assessed in medical education?

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