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What can experience add to early medical education? Consensus survey.
- Source :
-
BMJ (Clinical research ed.) [BMJ] 2004 Oct 09; Vol. 329 (7470), pp. 834. - Publication Year :
- 2004
-
Abstract
- Objective: To provide a rationale for integrating experience into early medical education ("early experience").<br />Design: Small group discussions to obtain stakeholders' views. Grounded theory analysis with respondent, internal, and external validation.<br />Setting: Problem based, undergraduate medical curriculum that is not vertically integrated.<br />Participants: A purposive sample of 64 students, staff, and curriculum leaders from three university medical schools in the United Kingdom.<br />Results: Without early experience, the curriculum was socially isolating and divorced from clinical practice. The abruptness of students' transition to the clinical environment in year 3 generated positive and negative emotions. The rationale for early experience would be to ease the transition; orientate the curriculum towards the social context of practice; make students more confident to approach patients; motivate them; increase their awareness of themselves and others; strengthen, deepen, and contextualise their theoretical knowledge; teach intellectual skills; strengthen learning of behavioural and social sciences; and teach them about the role of health professionals.<br />Conclusion: A rationale for early experience would be to strengthen and deepen cognitively, broaden affectively, contextualise, and integrate medical education. This is partly a process of professional socialisation that should start earlier to avoid an abrupt transition. "Experience" can be defined as "authentic human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional."
Details
- Language :
- English
- ISSN :
- 1756-1833
- Volume :
- 329
- Issue :
- 7470
- Database :
- MEDLINE
- Journal :
- BMJ (Clinical research ed.)
- Publication Type :
- Academic Journal
- Accession number :
- 15472265
- Full Text :
- https://doi.org/10.1136/bmj.329.7470.834