Learning experiences of medical and pharmacy students at a student-run clinic in south africa and the development of a framework for learning.

IF 0.9 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Deanne Johnston, Patricia McInerney, Shirra Moch
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引用次数: 2

Abstract

Background: Trinity Health Services (THS) is a free clinic that serves the homeless community of Braamfontein. The clinic is run by pharmacy and medical students registered in the Faculty of Health Sciences at the University of the Witwatersrand, assisted by academic staff. This setting provided an ideal space to document the interprofessional experiences between these two groups of students outside of formal lectures or clinical exposures. Therefore, the research question for this study was: What are the learning experiences of medical and pharmacy students working at an inner-city student-driven clinic?

Methods: A convenience sampling method was employed. All students, who volunteered at the clinic on one or more occasion, were invited to participate in a discipline-specific focus group discussion (FGD). Four FGDs were held with between six and eight participants in each. The FGDs were facilitated by a faculty member not involved with the clinic. The recordings were transcribed verbatim and analyzed thematically, using Tesch's eight steps.

Results: The following three themes emerged relating to learning experiences: "add more tools to your toolbox;" learning from supervisors and peers, and "we can really make a difference." These themes formed the framework for learning at THS. Patient care is placed at the core of the framework, and recognizing that learning occurs through serving, three learning outcomes were identified, namely health and homelessness; communication; clinical and communication skills as well as primary health care. Learning was facilitated through interactions with peers, supervisors, and interprofessional relationships.

Discussion: The authentic learning experience led to development of accountability, communication, and responsibility. A framework emerged for learning from opportunities central to patient care.

南非学生开办诊所的医学和药学学生的学习经验和学习框架的制定。
背景:三位一体健康服务(THS)是一家免费诊所,服务于布拉姆方丹无家可归的社区。诊所由威特沃特斯兰德大学健康科学学院注册的药学和医科学生经营,由学术人员协助。这个环境提供了一个理想的空间来记录这两组学生在正式讲座或临床暴露之外的跨专业经验。因此,本研究的研究问题是:在市中心学生驱动诊所工作的医学和药学学生的学习经历是什么?方法:采用方便抽样法。所有在诊所做过一次或多次志愿者的学生都被邀请参加一个学科特定焦点小组讨论(FGD)。共举办了四次专题讨论会,每次有六至八名参加者。fgd由一名与诊所无关的教员协助进行。这些录音被逐字抄录下来,并按照泰施的八个步骤进行主题分析。结果:与学习经历相关的三个主题出现了:“给你的工具箱增加更多的工具”;向主管和同事学习,以及“我们真的可以有所作为”。这些主题构成了本学院的学习框架。病人护理被置于框架的核心,认识到通过服务实现学习,确定了三种学习成果,即健康和无家可归;沟通;临床和沟通技巧以及初级保健。通过与同伴、主管和跨专业关系的互动,促进了学习。讨论:真实的学习经历促进了问责、沟通和责任的发展。一个从病人护理中心的机会中学习的框架出现了。
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来源期刊
Education for Health
Education for Health EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.10
自引率
0.00%
发文量
4
期刊介绍: Education for Health: Change in Learning and Practice (EfH) is the scholarly, peer-reviewed journal of The Network: Towards Unity for Health. Our readers are health professionals, health professions educators and learners, health care researchers, policymakers, community leaders and administrators from all over the world. We publish original studies, reviews, think pieces, works in progress and commentaries on current trends, issues, and controversies. We especially want to provide our international readers with fresh ideas and innovative models of education and health services that can enable them to be maximally responsive to the healthcare needs of the communities in which they work and learn.
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