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The virtual clinical campus

C P Friedman1

  • 1Office of Educational Development, University of North Carolina, Chapel Hill School of Medicine, USA. cpf@med.unc.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|June 1, 1996
PubMed
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Creating a virtual clinical campus using information technology can provide medical students in community settings with essential educational resources. This approach ensures equitable access to medical literature and faculty support, bridging the gap between community-based training and academic medical centers.

Area of Science:

  • Medical Education
  • Information Technology in Healthcare

Background:

  • Community sites are increasingly used for medical student clinical training.
  • Educators face challenges in providing equitable access to educational resources in community settings.
  • Students need access to medical literature, peers, feedback, and faculty comparable to academic medical centers.

Purpose of the Study:

  • To explore the feasibility of using information technology to create a "virtual clinical campus" for medical students.
  • To ensure students in community settings have access to the same educational resources as those at academic medical centers.
  • To integrate the benefits of community-based primary care immersion with the resources of academic medical centers.

Main Methods:

  • Conceptualizing a "virtual clinical campus" leveraging information technology.

Related Experiment Videos

  • Outlining the functionalities: access to library resources, peer interaction, rotation goal tracking, and remote didactic sessions.
  • Considering the technological and economic feasibility of implementation.

    • Main Results:

    • A virtual clinical campus is technologically feasible and economically viable.
    • It allows students to access library resources remotely.
    • Facilitates peer interaction and participation in didactic sessions without travel.

    Conclusions:

    • Virtual clinical campuses can bridge the resource gap for medical students in community training.
    • Implementation may necessitate personal computers for all students and robust infrastructure at community sites.
    • This model offers a solution for enhanced medical education in diverse clinical settings.