通过建立专业学术门诊提高医学生临床培训能力。某三级医疗中心nac -神经病学学术门诊病例分析。

IF 2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Daniela Noa Zohar, Vered Robinzon, Roni Loebenstein, Yuval Levy, Shachar Shapira, Nicola Maggio, Gad Segal
{"title":"通过建立专业学术门诊提高医学生临床培训能力。某三级医疗中心nac -神经病学学术门诊病例分析。","authors":"Daniela Noa Zohar, Vered Robinzon, Roni Loebenstein, Yuval Levy, Shachar Shapira, Nicola Maggio, Gad Segal","doi":"10.1177/23821205251335134","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training.</p><p><strong>Methods: </strong>The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC-Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours.</p><p><strong>Results: </strong>Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients' waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become \"full timers\" on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations.</p><p><strong>Conclusion: </strong>The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335134"},"PeriodicalIF":2.0000,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062585/pdf/","citationCount":"0","resultStr":"{\"title\":\"Increasing Medical Students Clinical Training Capacity Through the Establishment of Dedicated, Academic Out-patients' Clinics. The Case of NAC-Neurology Academic Clinic in a Tertiary Medical Center.\",\"authors\":\"Daniela Noa Zohar, Vered Robinzon, Roni Loebenstein, Yuval Levy, Shachar Shapira, Nicola Maggio, Gad Segal\",\"doi\":\"10.1177/23821205251335134\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objectives: </strong>A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training.</p><p><strong>Methods: </strong>The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC-Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours.</p><p><strong>Results: </strong>Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients' waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become \\\"full timers\\\" on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations.</p><p><strong>Conclusion: </strong>The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry.</p>\",\"PeriodicalId\":45121,\"journal\":{\"name\":\"Journal of Medical Education and Curricular Development\",\"volume\":\"12 \",\"pages\":\"23821205251335134\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2025-05-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062585/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Medical Education and Curricular Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/23821205251335134\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education and Curricular Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23821205251335134","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

摘要

目标:医疗保健专业人员的全球短缺强调需要扩大全球医学生的临床培训能力。以患者为中心的临床教学是临床教育的支柱,已成为临床各学科医学教育工作者面临的主要挑战。解决办法将不可避免地在三个方面出现:延长白天和晚上的学习时间,从医院教育扩展到社区诊所,吸收更大量的模拟训练。方法:在我们的nac -神经病学学术诊所实现了三个维度中的两个维度(沿着白天延伸到以诊所为基础的教学):一个以教学为中心的门诊神经病学诊所的综合体,在下午和晚上在三级医疗中心内运作。结果:NAC的建立使我们能够在40周的教学年度中将以患者为中心的临床教学扩展到:(a)更多的医科学生,每年多达320名学生,体验高质量的个性化教学;(B)显著缩短患者等待高要求专科神经科医生的时间,NAC患者平均缩短90天;(C)通过财政激励,使我们的内部医生在教育基础上成为“全职医生”,可能使他们的年薪增加14,000美元,同时增加学分,并为子孙后代做出可观的贡献。结论:本文描述的NAC模型被认为是成功的,目前正在复制到其他临床学科,包括传染病、胃肠病学和精神病学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Increasing Medical Students Clinical Training Capacity Through the Establishment of Dedicated, Academic Out-patients' Clinics. The Case of NAC-Neurology Academic Clinic in a Tertiary Medical Center.

Objectives: A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training.

Methods: The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC-Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours.

Results: Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients' waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become "full timers" on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations.

Conclusion: The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development EDUCATION, SCIENTIFIC DISCIPLINES-
自引率
0.00%
发文量
62
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信