Patient contact in the first year of basic medical training - Feasible, educational, acceptable?
Saved in:
| Title: | Patient contact in the first year of basic medical training - Feasible, educational, acceptable? |
|---|---|
| Authors: | Howe, Amanda1 (AUTHOR) amanda.howe@uea.ac.uk, Dagley, Valerie1 (AUTHOR), Hopayian, Kevork1 (AUTHOR), Lillicrap, Mark2 (AUTHOR) |
| Source: | Medical Teacher. Mar2007, Vol. 29 Issue 2/3, p237-245. 9p. |
| Subject Terms: | *Medical education, *Medical schools, *Curriculum, *Educational innovations, *Instructional systems |
| Geographic Terms: | United Kingdom |
| Abstract: | Background: A new UK medical school uses substantial early patient contact in the first 2 years of an integrated 5-year course. Aims: To explore the feasibility, educational effectiveness, and acceptability to patients of substantial early patient contact. Methods: Mixed-methods case study with data from patients, students, and staff gathered via encounter forms, questionnaires, interviews, and focus groups. Results: The curriculum model of recruiting a specific patient case-mix to match concurrent theoretical teaching was feasible. Patients were willing to attend specifically to meet students, even if not receiving contemporaneous care. Patient satisfaction with teaching involvement was very high, and most patients were willing to attend further sessions. Although at an early stage of knowledge and skill acquisition, students greatly valued their extensive contact with patients. They perceived it as adding substantially to their learning of clinical medicine, by providing 'real' learning opportunities and linking theory to practice. It was motivating and memorable, and enabled students to meet learning objectives. There was also evidence that it encouraged students to develop a patient-centred approach. Conclusions: Early, integrated patient contact was both feasible to organise and acceptable to patients. The curriculum model was perceived by all parties to be educationally effective. The indications are that this model will be sustainable but will need consistent intensive support. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 26205741 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Patient contact in the first year of basic medical training - Feasible, educational, acceptable? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Howe%2C+Amanda%22">Howe, Amanda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amanda.howe@uea.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Dagley%2C+Valerie%22">Dagley, Valerie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hopayian%2C+Kevork%22">Hopayian, Kevork</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lillicrap%2C+Mark%22">Lillicrap, Mark</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Mar2007, Vol. 29 Issue 2/3, p237-245. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+schools%22">Medical schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: A new UK medical school uses substantial early patient contact in the first 2 years of an integrated 5-year course. Aims: To explore the feasibility, educational effectiveness, and acceptability to patients of substantial early patient contact. Methods: Mixed-methods case study with data from patients, students, and staff gathered via encounter forms, questionnaires, interviews, and focus groups. Results: The curriculum model of recruiting a specific patient case-mix to match concurrent theoretical teaching was feasible. Patients were willing to attend specifically to meet students, even if not receiving contemporaneous care. Patient satisfaction with teaching involvement was very high, and most patients were willing to attend further sessions. Although at an early stage of knowledge and skill acquisition, students greatly valued their extensive contact with patients. They perceived it as adding substantially to their learning of clinical medicine, by providing 'real' learning opportunities and linking theory to practice. It was motivating and memorable, and enabled students to meet learning objectives. There was also evidence that it encouraged students to develop a patient-centred approach. Conclusions: Early, integrated patient contact was both feasible to organise and acceptable to patients. The curriculum model was perceived by all parties to be educationally effective. The indications are that this model will be sustainable but will need consistent intensive support. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=26205741 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01421590701294356 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 237 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Medical schools Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Patient contact in the first year of basic medical training - Feasible, educational, acceptable? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Howe, Amanda – PersonEntity: Name: NameFull: Dagley, Valerie – PersonEntity: Name: NameFull: Hopayian, Kevork – PersonEntity: Name: NameFull: Lillicrap, Mark IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2007 Type: published Y: 2007 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 29 – Type: issue Value: 2/3 Titles: – TitleFull: Medical Teacher Type: main |
| ResultId | 1 |
