Reflecting on Students' Experiences with Innovative Teaching Models in Clinical Placement: A Qualitative Study

Area of Science:

• Medical Education
• General Practice Training
• Clinical Pedagogy

Background:

• General practice (GP) teaching faces challenges like time constraints and varied teaching models.
• GP placements are crucial for undergraduate medical students to bridge theory and practice.
• Learner-centered approaches are vital for effective knowledge acquisition in clinical settings.

Purpose of the Study:

• To explore student learning outcomes using the "Student-led consultation under supervision" model in GP placements.
• To assess the potential for a formal GP placement curriculum based on innovative teaching models.
• To identify enablers and barriers for implementing these models in clinical practice.

Main Methods:

• A convergent mixed-method approach was employed.
• Validated surveys and reflection questionnaires were used with 35 medical students from China and Australia.
• Data underwent descriptive and semantic analysis.

Main Results:

• The "Student-led consultation under supervision in a consultant's chair with discussion" model was highly rated by students.
• Student reflections indicated significant perceived academic benefits.
• Key enablers and barriers for curriculum development were identified.

Conclusions:

• The "Student-led consultation under supervision" model is an innovative approach to GP teaching, aligning with cognitive apprenticeship principles.
• This model enhances learning outcomes by integrating student reflection into curriculum design.
• Findings provide a foundation for future research on practical implementation in clinical settings.