Twelve tips for expanding undergraduate clinical teaching capacity

Hays, Richard; McKinley, Robert K; Gupta, Tarun Kumar

doi:10.1080/0142159x.2018.1429587

Cited by 7 publications

(3 citation statements)

References 18 publications

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“…Thus, concerns about the quantity and quality of clinical training programs, including that of clinical teachers, have grown. [18][19][20] The increasing number of new medical schools has resulted in a situation in which many clinicians will be obliged to undergo a change in their role from that of a clinician mostly involved in patient care to someone who also teaches medical students during their clinical clerkships. This role change can be challenging, considering that some clinicians did not expect to serve in a teaching capacity.…”

Section: Introductionmentioning

confidence: 99%

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

2022

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Objectives:The aim of this study was to explore factors that may influence the formation of professional identity in clinical teachers, specifically during the transition period from practitioner to teacher. Methods: This was a descriptive qualitative study. We used Schlossberg's 4S framework to explore influential factors comprised of the following: situation, self, support, and strategies. This study was conducted in teaching hospitals of a relatively new private medical school in Bali, a province in Indonesia. The participants were 30 clinical teachers who were selected using a maximum variation sampling strategy based on length of work experience, gender, specific educational roles as coordinators, and clinical specialty. Data were derived from three focus-group discussions and 13 indepth interviews. A thematic analysis method was used to analyse the data. Results: The thematic analysis revealed that 12 subthemes related to the 4S framework influenced the development of clinical teachers' identity. It was also shown that reflective ability and community of practice, which was included in the self and strategy factors, respectively, were the two most important factors during the transition period in the development of professional identity. Conclusions: Factors, both within and outside the self, can either support or hinder the formation of professional identity in clinical teachers. We suggest that when faculty development programs are designed, these factors should be incorporated, such as including a community of practice as part of the formal faculty development programs and the development of a teaching portfolio that nurtures reflective practice.

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Section: Introductionmentioning

confidence: 99%

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

2022

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“…8 It is recognized that increasing medical student numbers will require an increase in the overall capacity of clinical placements. 9,10 Along these lines, a number of challenges must be addressed so as not to affect quality of the clinical educational experience, including workload of clinical educators on placements, space and resources for students in the physical environment, and the clinical culture including patient availability. 11 Various nations have recognized that this cannot be accomplished without adapting how clinical placements are coordinated.…”

Section: Groundworkmentioning

confidence: 99%

Placement Overlap with Other Students; Effects on Medical Student Learning Experience

Hess

Miles

Bowker

2021

Teaching and Learning in Medicine

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Phenomenon: In the United Kingdom (UK) the government has increased the number of places at university to study medicine in England to meet workforce demands. In parallel, there have been growing student numbers in other healthcare professions and new professions whose roles overlap with doctors, such as advanced nurse practitioners and physician associates, have been introduced. These increasing numbers of medical students and other healthcare professions training in the same clinical setting have led to questions about the effect on the student experience. We aimed to investigate the impact of student-student encounters on the learning experience during clinical placements before student numbers increase further. Approach: In this investigation medical student perceptions were collected retrospectively at Norwich Medical School, University of East Anglia in the UK, during the 2018/19 academic year following two clinical placements in secondary care settings. Through mandatory online course evaluations, all medical students were asked if their learning had been positively or negatively affected by other students, and how frequently they had certain student-student experiences. Findings: Responses from 786 (of 844) medical students (93% response rate) demonstrated that most students felt their learning had been affected in some way by the presence of others while on their secondary care placements. Students experienced both positive and negative impacts of encounters with other students. Final year students tended to report more negative experiences, with first year students reporting more positive. while some students had experienced competition for learning opportunities and lower quality interactions with patients and doctors due to "overcrowding, " more students reported benefits from learning from and with other students. However, it also was found that any negative encounters with other students, even if accompanied by positive experiences, detrimentally affected student satisfaction with the placement. Insights: This investigation indicates that student-student interactions influence the clinical learning experience of medical students both positively and negatively. Given the overriding influence of negative encounters, the findings suggest a need to maximize the beneficial effects of encountering other students on clinical placements; while protecting against missed or poor-quality learning opportunities due to competition between students, particularly for more senior students. Medical educators need to consider where their clinical attachments are at risk from multiple students being present at the same time and work to alleviate the negative impacts of such student-student encounters, while actively encouraging peer learning experiences between the medical students and collaborative activities between students of different healthcare professions. This is likely to become increasingly important as student numbers in medicine and other healthcare professions continue to grow.

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“…12,13 Clinical placements have become a challenge for medical schools worldwide, 14 including in Australia, where clinical placement capacity has been challenged by an increase in the number of medical schools. 13,15 The expansion of the medical workforce has been driven by a growing and ageing population, increased prevalence of chronic disease and doctor shortage, particularly in regional and rural areas. 16 An alternative to the burden discourse is the notion of value-added medical education, 17 where student experiential learning is aligned with the key goals of the health service: to provide safe, high-quality patient care.…”

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confidence: 99%

Medical students value-adding to general practice

Dallas¹,

Hiew²,

Kay³

et al. 2022

Aust J Gen Pract

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Background and objectiveMedical students can make valuable contributions to patient care during clinical placements. The aim of this study was to investigate student perceptions of the value of general practice placements for their learning, and their sense of contribution during their placements. MethodsThe study used a qualitative design to gather in-depth student perspectives on learning and contributions, using focus groups of final-year medical students on general practice placement. ResultsThirteen students participated in one of three focus groups. Students reported valuable learning affordances in general practice and identified contributions to improved workflow, rapport-building, patient education, encouraging clinician reflection and shared learning between general practitioner and student. DiscussionStudent perspectives of value-adding on general practice placements, and a deeper understanding of these learning environments, may enable general practice supervisors to facilitate placements that maximise these benefits.

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Twelve tips for expanding undergraduate clinical teaching capacity

Cited by 7 publications

References 18 publications

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Placement Overlap with Other Students; Effects on Medical Student Learning Experience

Medical students value-adding to general practice

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