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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Learning in student-run clinics: a systematic review.

Tim Schutte1, Jelle Tichelaar, Ramon S Dekker

  • 1Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands; Pharmacotherapy Section, Department of Internal Medicine, VU University Medical Centre, Amsterdam, The Netherlands.

Medical Education
|February 20, 2015
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Summary

Student-run clinics (SRCs) offer valuable early patient care experience, with students reporting positive attitudes and improved skills. However, further research is needed to fully understand the impact of SRCs on student knowledge and behavior.

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Area of Science:

  • Medical Education
  • Clinical Training
  • Student-Led Initiatives

Background:

  • Student-run clinics (SRCs) provide realistic, context-based learning environments.
  • SRCs offer early clinical experiences with patient care responsibility.
  • Literature on student outcomes in SRCs was systematically reviewed.

Purpose of the Study:

  • To review the literature on student outcomes from participation in student-run clinics.
  • To assess the impact of SRCs on students' attitudes, skills, and knowledge.
  • To evaluate the quality of care provided in SRCs.

Main Methods:

  • Systematic literature review across PubMed, EMBASE, PsycINFO, and ERIC databases.
  • Inclusion of 42 articles for quantitative synthesis.
  • Assessment of study quality using the Medical Education Research Study Quality Instrument (MERSQI).

Main Results:

  • Students reported positive attitudes and high value for SRC experiences.
  • Students perceived improvements in skills and acquired unique knowledge.
  • Quality of care provided by students was comparable to regular care.
  • Data on skills and knowledge primarily derived from student surveys and expert opinion.

Conclusions:

  • SRCs are valued by students for early training and responsibility.
  • The impact of SRC participation on student skills and knowledge requires further investigation.
  • While care quality appears adequate, more research is needed on skill, knowledge, and behavioral outcomes.