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Titolo:
Structuring student learning in the primary care setting: where is the evidence?
Autore:
Kurth, RJ; Irigoyen, MM; Schmidt, HJ;
Indirizzi:
Columbia Univ Coll Phys & Surg, Div Gen Internal Med, New York, NY 10032 USA Columbia Univ Coll Phys & Surg New York NY USA 10032 w York, NY 10032 USA Columbia Univ Coll Phys & Surg, Div Gen Pediat, New York, NY 10032 USA Columbia Univ Coll Phys & Surg New York NY USA 10032 w York, NY 10032 USA Columbia Univ, Div Hlth Sci, Ctr Educ Res & Evaluat, New York, NY USA Columbia Univ New York NY USA , Ctr Educ Res & Evaluat, New York, NY USA
Titolo Testata:
JOURNAL OF EVALUATION IN CLINICAL PRACTICE
fascicolo: 3, volume: 7, anno: 2001,
pagine: 325 - 333
SICI:
1356-1294(200108)7:3<325:SSLITP>2.0.ZU;2-F
Fonte:
ISI
Lingua:
ENG
Soggetto:
INTERNAL-MEDICINE; AMBULATORY SETTINGS; GENERALIST PHYSICIANS; FACULTY-DEVELOPMENT; 3RD-YEAR STUDENTS; EDUCATION; CLERKSHIP; ROTATION; STRATEGIES; OUTCOMES;
Keywords:
ambulatory care; evaluation; family medicine; general medicine; medical education; methodology; outcome measures; paediatrics; primary care; rural medicine;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
64
Recensione:
Indirizzi per estratti:
Indirizzo: Kurth, RJ Columbia Presbyterian Eastside, 16 E 60th St,Suite 320, New York, NY 10022USA Columbia Presbyterian Eastside 16 E 60th St,Suite 320 New York NY USA 10022
Citazione:
R.J. Kurth et al., "Structuring student learning in the primary care setting: where is the evidence?", J EVAL CL P, 7(3), 2001, pp. 325-333

Abstract

Over the past two decades, the majority of medical schools in the USA haveembarked upon curricular initiatives to enhance the teaching of ambulatoryor office-based primary care. Identifying characteristics of these primarycare experiences that make for the most effective learning is a top priority in medical education research. In this paper we examine what is known about the influence of variability in the structure of primary care experiences on student learning outcomes. We examine the questions of how rotations are scheduled, who does the teaching and where the teaching takes place. Given the variability in curricula across the 125 accredited medical schools in the USA and the absence of agreed-upon objectives, outcomes or assessment measures for primary care education, it is not surprising that the current literature has fallen short in providing definitive answers. There is much debate about the benefits of community vs. campus sites, longitudinal vs.block experiences, and the influence of specialty training of the preceptor, but little in the current literature to guide and substantiate a programme's choice. What can be concluded with relative confidence is that clinicscurrently offer more active student experiences than do private offices, that students may be more satisfied with rural experiences than with urban or suburban experiences, and that longitudinal and block experiences have different learning advantages. Research in primary care medical education will benefit from the current movement towards a cross-institutional consensuson educational objectives and outcome measures and on the general application of a more rigorous research methodology.

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Documento generato il 18/01/20 alle ore 11:02:26