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Related Experiment Videos

A model to structure student learning in ambulatory care settings

R J Kurth1, M Irigoyen, H J Schmidt

  • 1Columbia University College of Physicians and Surgeons, New York, NY, USA. kurthre@cpmc3.cis.columbia.ed

Academic Medicine : Journal of the Association of American Medical Colleges
|July 1, 1997
PubMed
Summary

A new framework helps medical students transition to ambulatory care by structuring follow-up visits. This model enhances learning, prioritizes patient care, and optimizes time, improving student preparedness in clinical settings.

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Area of Science:

  • Medical Education
  • Ambulatory Care
  • Clinical Skills Training

Background:

  • Medical students face challenges transitioning to ambulatory care settings.
  • Effective patient visit frameworks are needed to enhance student learning and efficiency.
  • Managed care environments emphasize productivity, requiring cost-effective teaching models.

Purpose of the Study:

  • To describe a structured model for medical students conducting patient follow-up visits.
  • To enhance the transition of students into ambulatory care settings.
  • To improve the efficiency and learning outcomes of student patient encounters.

Main Methods:

  • Development and implementation of a task-structuring model for follow-up visits.
  • Integration of the model into a half-day orientation for a primary care clerkship.

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  • Focus on organizing patient care issues, optimizing time, and identifying learning agendas.

    • Main Results:

    • The model provides a clear framework for students' tasks during follow-up visits.
    • Initial feedback indicates the model is useful for preparing students for ambulatory settings.
    • The model has potential for standardizing learning and increasing cost-effectiveness.

    Conclusions:

    • The described model facilitates medical students' integration into ambulatory care.
    • Structured patient visit frameworks can improve both learning and operational efficiency.
    • This approach offers a standardized and cost-effective method for teaching medical students in outpatient settings.