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Related Experiment Videos

How students learn from community-based preceptors

R M Epstein1, D R Cole, B A Gawinski

  • 1Highland Hospital Primary Care Institute, Department of Family Medicine, University of Rochester School of Medicine and Dentistry, NY 14620-2399, USA. rmep@highland.rochester.edu

Archives of Family Medicine
|March 31, 1998
PubMed
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Students learn through "active observation" in community-based family medicine settings, often identifying learning needs after observing preceptors. This highlights the importance of learner-centered approaches in medical education.

Area of Science:

  • Medical Education
  • Family Medicine
  • Ambulatory Care

Background:

  • Community-based family physician offices serve as crucial sites for medical student training.
  • Understanding the student's perspective on learning in these settings is vital for optimizing educational strategies.

Purpose of the Study:

  • To explore medical students' learning experiences in community-based family physician offices.
  • To identify key educational events and learning modalities from the student's viewpoint.

Main Methods:

  • Students submitted "critical incident" narratives of educational events during their family medicine clerkship.
  • A multidisciplinary team developed a coding system for thematic analysis of the narratives.

Main Results:

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  • Key learning experiences were brief, problem-focused, collaborative, and prompted self-reflection.
  • "Active observation" was the most frequent learning mode, often involving significant student clinical responsibility.
  • Most students identified learning needs reactively (after observation) rather than proactively.

Conclusions:

  • The definition of active learning should encompass "active observation."
  • Learner-centered and relational educational models are supported by these findings.
  • Enhancing preceptor awareness of these learning modes can improve ambulatory medical education quality.