Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England

Abstract

is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Methods: Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Results: Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn.

A percepção dos profissionais de saúde sobre a inserção de estudantes de medicina na Atenção Primária em Saúde: Uma revisão da literatura

“…experiências dos pacientes e satisfação com a consulta, b. a satisfação dos médicos generalistas com sua habilidade de conduzir a consulta de forma efetiva, envolvendo alunos e c. a perspectiva dos alunos sobre o impacto da sua presença e o processo de aprendizado (Partanen et al, 2016). Há um aumento de estudos publicados descrevendo o ensino médico rural como parte de uma estratégia para lidar com a ausência de médicos em clínicas rurais (Bartlett et al, 2016).…”

“…Para os alunos, o isolamento e as viagens eram pontos negativos. Outrossim, o aprendizado e desenvolvimento pessoal foram muito positivos(Bartlett et al, 2016).Ainda na busca de compreender essas diferentes perspectivas sobre o estágio curricular, estudo apresentou como objetivo analisar o impacto do oferecimento de um estágio em APS para a formação de alunos do Curso de Medicina de uma Universidade dos Estados Unidos. De forma geral, os alunos demonstraram satisfação em participar do estágio e também com os médicos supervisores, combinando a atenção primária com educação, administração e outras áreas de interesse.…”

Determining rural learning outcomes for medical student placements using a consensus process with rural clinical teachers

“…or Rural Health/ or Rural Health Services/ limited to English. Using this strategy, 13 studies were found [15,16,17,18,19,20,21,22,23,24,25,26,27]. Of these, four had common LOs for all students who had different pathways delivered at geographically dispersed locations, but these were not described.…”

“…[21,23,24,26] A further five gave no details of their LOs. [15,16,17,18,27] Two described their LOs but these were not specific to rural contexts [19,20].…”

Experiências em Saúde

“…Nessa perspectiva, estudo desenvolvido na Austrália apresentou como objetivo explorar no contexto rural: a. experiências dos pacientes e satisfação com a consulta, b. a satisfação dos médicos generalistas com sua habilidade de conduzir a consulta de forma efetiva, envolvendo alunos e c. a perspectiva dos alunos sobre oimpacto da sua presença e o processo de aprendizado(PARTANEN et al, 2016). Há um aumento de estudos publicados descrevendo o ensino médico rural como parte de uma estratégia para lidar com a ausência de médicos em clínicas rurais(BARTLETT et al, 2016). Os resultados demonstraram que não houve mudança na duração da consulta com ou sem o aluno.…”