Impact of clinical placement sites on general practice as a career preference for Australian medical students

2021 ◽  
Author(s):  
Alexandra Yeoh ◽  
Angeline Kavitha Sathiakumar ◽  
Cynthia Nga Yu Leung ◽  
Rebekah Hoffman ◽  
Andrew Gosbell ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Clinical Placement ◽  
Career Preference

scholarly journals University of Limerick — Graduate Entry Medical School, General Practice Quality Assurance Initiative

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X703001
Author(s):  
Aidan Culhane ◽  
Patrick O’Dwyer ◽  
Andrew O’Regan ◽  
Liam Glynn
Keyword(s):  
General Practice ◽  
Quality Assurance ◽  
Medical Students ◽  
Medical School ◽  
Assessment Process ◽  
Clinical Placement ◽  
Teaching Staff ◽  
Feedback Form ◽  
Graduate Entry ◽  
General Practices

BackgroundAt 18 weeks duration, University of Limerick — Graduate Entry Medical School (UL–GEMS) has the longest general practice clinical attachment for medical students in Ireland and fulfils the educational criteria for a Longitudinal Integrated Clerkship (LIC).The longer the clinical placement the greater the imperative to see that these practices achieve satisfactory educational standards.AimThis project describes a quality assurance initiative of general practices that participate in the education of medical students at GEMS.MethodA literature review of previous quality assurance initiatives in relation to general practices that teach medical students was performed. Information gained from this process was then compared with UL-GEMS own criteria for teaching general practices. A set of criteria by for assessing teaching general practices was devised. The assessment process included a combination of self-assessment by the GP tutors and practice visits by the UL-GEMS teaching staff.ResultsNearly 100% of teaching practices had the correct teaching facilities, such as own room for the student or own computer. Suggested teaching methods, such as parallel consulting, as advised by the Department of General Practice were carried by 100% of practices. Use of the two-way feedback form and the GP/Student manual was poor. GP tutors requested more regular visits form the GP teaching staff as well as more guidance on content for formal tutorials so that a consistency teaching approach could be achieved.ConclusionThis was the first quality assurance initiative on an extended clinical placement. The knowledge gained will lead to a more inclusive standard setting process for teaching medical students in general practice settings.

scholarly journals Factors Determining Pakistani Medical Students’ Career Preference for General Practice Residency Training

Cureus ◽  
2018 ◽  
Author(s):  
Muhammad Bilal ◽  
Abdul Haseeb ◽  
Anum Mari ◽  
Mohammad Hussham Arshad ◽  
M.Raafe Ali Khan ◽  
...  
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Residency Training ◽  
Career Preference

Patient consent to medical students in general practice

2018 ◽  
Vol 68 (suppl 1) ◽  
pp. bjgp18X697229
Author(s):  
Matthew Webb ◽  
Sarah Thirlwall ◽  
Bob McKinley
Keyword(s):  
Medical Education ◽  
General Practice ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Teaching Quality ◽  
School Students ◽  
Patient Journey ◽  
Patient Consent ◽  
High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

Teaching communication skills to pre-clinical medical students: a general practice based approach

1979 ◽  
Vol 13 (2) ◽  
pp. 82-85 ◽  
Author(s):  
D. ARMSTRONG ◽  
B. H. HICKS ◽  
P. M. HIGGINS ◽  
J. A. WEINMAN
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Communication Skills

scholarly journals Medical students’ perceptions of a career in general practice

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X702773
Author(s):  
Kimberley Banner ◽  
Hugh Alberti ◽  
Jane Stewart
Keyword(s):  
General Practice ◽  
Longitudinal Study ◽  
Medical Students ◽  
Family Life ◽  
Personal Narratives ◽  
Career Intentions ◽  
Form Part ◽  
Training Programmes ◽  
The Uk ◽  
Gp Training

BackgroundRecruitment into general practice is falling and many training programmes in the UK have unfilled training posts. In 2016 NHS England pledged to increase the number of graduates entering GP training to 50%. However in 2017 only 15.3% of foundation year 2 doctors commenced general practice.AimThis work aims to understand medical students’ perceptions of a career in general practice, and how this may affect their career intentions.MethodAs part of a larger, longitudinal study at four UK universities. First and fourth year students were invited to a focus group to discuss their perceptions of a career in general practice. The recordings were transcribed and content analysis was performed.ResultsThe perceptions discussed could be broadly grouped into three categories. ‘The GP’ highlighted students’ ideas of the GP as someone who was dedicated, could create rapport, and wanted a family life. The ‘Job of the GP’ indicated students were positive about the continuity of care the job offered, but felt the work was isolating and paperwork heavy. Finally, external factors such as denigration and the ‘GP land’ concept also had an impact on students’ perceptions.ConclusionFurther work is needed to understand how these perceptions develop, how this may impact students career intentions, and how this research could be used to improve GP recruitment. This data will form part of a wider longitudinal study, the results of which will be analysed for themes and personal narratives of the students.

scholarly journals Stigma towards psychiatry: correlating personal experience with existing literature

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S126-S127
Author(s):  
Jack Blake ◽  
George El-Nimr
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Personal Experience ◽  
Clinical Placement ◽  
Medical Community ◽  
Prospective Students ◽  
Clinical Placements ◽  
Personal Experiences ◽  
University Life

AimsStigma towards psychiatry feels rife within medical school and this extends from university life into clinical placements. Mental health remains an unattractive area of medicine and is frequently regarded as subpar by other specialists. Against existing literature, this study compares the authors first hand experiences over the last five years within medical school to evaluate how representative their experiences of stigma in psychiatry are for the wider community and published literature. The study aims to inform the wider discussion on this topic and offer areas where intervention may yield a better perception and hence uptake of this specialism.MethodLiterature review relating to the topic was completed. Studies pertaining to medical students and/or educators views and experiences of psychiatric medical education and clinical placement were included for discussion. A reflection on the first author's specific experiences to date of psychiatry and his intent to pursue psychiatric career was conducted, with careful reference to existing literature. This allowed validating personal experiences in light of shared experience within the medical community in various national and international settings.ResultArguably, some non-psychiatric clinicians do inadvertently set the scene early in medical school for the stigma that is to be thrust upon students. This builds upon prospective students ranking psychiatry low for satisfaction, prestige and stating it to be a ‘pseudoscience’ or words to that effect. The lack of understanding from junior medical students of the role of the psychiatrist sees them associating psychosocial education as equivalent to psychiatry. This reinforces the idea of psychiatry being grounded in sciences other than anatomy, biochemistry, physiology and pharmacology. On clinical placement, there is little cross-speciality support for those students who want to be psychiatrists and sometimes even lost opportunities for those publically aspiring towards psychiatry. Placements in psychiatry give students a better understanding of psychiatry but this does not seem to significantly change their career aspirations and this is rather defined from the admission stages.ConclusionAfter comparing experience with literature, stigma towards psychiatry appears to be universal. It may be important to consider the types of students who are being attracted to medical school as currently students seem to have an intrinsic disinterest in psychiatry despite later becoming better informed through psychiatric placement. Culture is notoriously hard to change, particularly within medicine. This stigma exists both in the lay and medical communities with early potentially inaccurate lay views of psychiatry being validated and reinforced throughout medical school.

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