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An innovative clinic model for student learning
Shaleen Chakyayil1, Margot Rogers1, Lindsay B Demers1
1Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA.
Background:
Ambulatory rotations are a key part of medical student education, but there are few educational initiatives aimed to improve student experience.
Approach:
This initiative implemented a new model for an urgent care clinic, based on Erickson's framework for learning, designed to provide students with more autonomy, and more time for teaching, discussion, feedback and patient encounters. Participants were fourth year medical students in their ambulatory rotation who were randomly assigned to participate in the urgent care clinic. Students were asked to respond to a survey at the end of the rotation.
Evaluation:
A total of 59 fourth-year medical students participated in the ambulatory care rotation, of which 40 students responded to the survey. Students who participated in the urgent care clinic reported more autonomy, feedback, learning and time to see patients. They were happier overall with their experience and felt more prepared for their intern year of residency.
Implications:
Our intervention was able to achieve our goals of improving student satisfaction in their ambulatory experience at our institution. This model could be used to design a more effective teaching experience for medical students in other rotations at our institution, as well as at other institutions.
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