Student and educator experiences of a student-led clinic in general practice.

IF 1.5 Q3 PRIMARY HEALTH CARE
Katie Leslie, Kevin McConville
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引用次数: 0

Abstract

Giving students more responsibility for patients during medical school may help prepare them for their transition to clinical practice. Student-led clinics (SLCs) could facilitate this. Within SLCs, students take the lead role in delivering patient care, with support and supervision from clinicians. A general practice SLC was established in Dundee, Scotland, with four final-year medical students and one general practitioner (GP) involved in each clinic. Our qualitative case study aimed to explore students' and educators' (GPs') experiences and perceptions of this SLC. Semi-structured interviews were conducted with 11 students and three educators, and 18 hrs of observation were conducted over six clinics. Interview transcripts and fieldnotes were integrated and thematically analysed, revealing five main themes. Overall, students' and educators' experiences and perceptions were positive. Students thrived in their lead role in patient care, gaining a sense of empowerment and developing confidence in their abilities. Both students and educators felt comfortable with students having this level of responsibility due to students' seniority and the supervision provided by educators. Teaching in the SLC involved individual discussions and group debriefs. Students developed a sense of belonging as a result of their positive relationships with peers and educators and the environment of the Student Hub. Challenges arose when the clinic ran behind schedule due to unexpectedly complex patients or lengthy individual discussions. Our findings suggest that giving students responsibility for real patients is beneficial and feasible when adequate support is provided and that it is possible for one GP to supervise multiple students successfully.

学生和教育工作者在全科实践中以学生为主导的诊所的经验。
让学生在医学院承担更多的病人责任可能有助于他们为过渡到临床实践做好准备。学生主导的诊所(slc)可以促进这一点。在slc中,学生在临床医生的支持和监督下,在提供患者护理方面发挥主导作用。在苏格兰邓迪建立了一个全科医生服务中心,每个诊所有四名最后一年级的医科学生和一名全科医生。我们的定性案例研究旨在探索学生和教育者(gp)对这种SLC的经验和看法。对11名学生和3名教育工作者进行了半结构化访谈,并在6个诊所进行了18小时的观察。访谈记录和现场记录被整合并进行主题分析,揭示了五个主要主题。总体而言,学生和教育工作者的经历和看法是积极的。学生们在病人护理中发挥了领导作用,获得了一种赋权感,并对自己的能力产生了信心。由于学生的资历和教育工作者的监督,学生和教育工作者都对学生承担这种程度的责任感到满意。SLC的教学包括个人讨论和小组汇报。学生们通过与同学、教育工作者和学生中心的环境建立积极的关系,形成了一种归属感。当诊所由于意外复杂的病人或冗长的个人讨论而落后于计划时,挑战就出现了。我们的研究结果表明,当提供足够的支持时,让学生对真正的病人负责是有益和可行的,并且一个全科医生有可能成功地监督多个学生。
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来源期刊
Education for Primary Care
Education for Primary Care PRIMARY HEALTH CARE-
CiteScore
2.30
自引率
15.40%
发文量
51
期刊介绍: Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.
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