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Related Experiment Videos

Parallel Rural Community Curriculum: is it a transferable model?

L K Walters1, P S Worley, B V Mugford

  • 1Flinders Rural Clinical School, Flinders University, South Australia, Australia. lucie.walters@flinders.edu.au

Rural and Remote Health
|May 11, 2005
PubMed
Summary

The Parallel Rural Community Curriculum (PRCC) successfully translated to a new region, improving medical student performance and demonstrating the value of partnerships in rural medical education.

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Area of Science:

  • Medical Education
  • Rural Health Workforce Development

Background:

  • Chronic doctor shortages in rural Australia necessitate innovative solutions.
  • The Parallel Rural Community Curriculum (PRCC) was established in 1997 to address this by immersing senior medical students in rural general practice.
  • The success of the Riverland PRCC prompted the development of a second program in the Greater Green Triangle (GGT) region.

Purpose of the Study:

  • To evaluate the translatability and effectiveness of the PRCC model in a new geographical region.
  • To assess the replication of successes observed in the original Riverland program within the GGT community-based medical education initiative.

Main Methods:

  • Implementation of the PRCC model in the Greater Green Triangle (GGT) region, involving collaboration between local health departments and Flinders University Rural Clinical School.

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  • Ongoing assessment of student performance, engagement of general practitioners (GPs) and specialists, and community involvement.

    • Main Results:

    • The GGT PRCC demonstrated successful replication of key outcomes, including improved student academic performance (average rank improvement of 17 places).
    • Initial challenges included GP anxiety regarding teaching capacity and specialist engagement, requiring adaptation of teaching paradigms.
    • Partnership development was crucial and required sustained effort, with community expectations managed regarding workforce outcomes.

    Conclusions:

    • The GGT PRCC evaluation indicates the Riverland model is translatable to new regions.
    • Key successes, such as positive student outcomes and community buy-in, were replicated.
    • The critical role of strong partnerships, acknowledging clinicians' competing priorities, underpins the program's success.