BACKGROUND: Clinical teaching and learning is generally seen as an educationally sound approach, but the clinical environment does not always offer optimal conditions to facilitate students' learning processes. AIMS: To show how insights on constructing a good learning environment for student-patient contacts in real practice can be translated into an undergraduate clinical general practice programme in Year 3 and to study its feasibility. METHOD: Literature search, yielding starting points for the development of the new programme and questionnaire evaluation of the programme. RESULTS: Six starting points for a good learning environment for early student-patient contacts: continuing exposure to patients,transformation of experience into knowledge, active role of students, supervision and feedback, time and space for teaching and teacher training were translated into a the new programme. The evaluation showed that the programme was feasible and well received by students and GPs, although some improvements are possible. CONCLUSION: In a curriculum with clear goals for early student-patient contacts, it is feasible to implement an early clinical programme in general practice based on educational principles.
BACKGROUND: Clinical teaching and learning is generally seen as an educationally sound approach, but the clinical environment does not always offer optimal conditions to facilitate students' learning processes. AIMS: To show how insights on constructing a good learning environment for student-patient contacts in real practice can be translated into an undergraduate clinical general practice programme in Year 3 and to study its feasibility. METHOD: Literature search, yielding starting points for the development of the new programme and questionnaire evaluation of the programme. RESULTS: Six starting points for a good learning environment for early student-patient contacts: continuing exposure to patients,transformation of experience into knowledge, active role of students, supervision and feedback, time and space for teaching and teacher training were translated into a the new programme. The evaluation showed that the programme was feasible and well received by students and GPs, although some improvements are possible. CONCLUSION: In a curriculum with clear goals for early student-patient contacts, it is feasible to implement an early clinical programme in general practice based on educational principles.
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: Jia Min Hee; Hong Wei Yap; Zheng Xuan Ong; Simone Qian Min Quek; Ying Pin Toh; Stephen Mason; Lalit Kumar Radha Krishna Journal: J Gen Intern Med Date: 2019-04-22 Impact factor: 5.128
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
Authors: Marjorie D Wenrich; Molly B Jackson; Ineke Wolfhagen; Paul G Ramsey; Albert J J Scherpbier Journal: BMC Med Educ Date: 2013-06-03 Impact factor: 2.463