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.
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.
Authors: Julie M Cavallario; Bonnie L Van Lunen; Johanna M Hoch; Matthew Hoch; Sarah A Manspeaker; Shana L Pribesh Journal: J Athl Train Date: 2018-02-08 Impact factor: 2.860
Authors: Cailee E Welch Bacon; Julie M Cavallario; Stacy E Walker; R Curtis Bay; Bonnie L Van Lunen Journal: J Athl Train Date: 2022-07-01 Impact factor: 3.824