Premium
The quality of medical teaching and learning in rural settings: the learner's perspective
Author(s) -
Price D. A.,
Miflin B. M.,
Mudge P. R.,
Jackson C. L.
Publication year - 1994
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1994.tb02705.x
Subject(s) - medical education , perspective (graphical) , perception , work (physics) , resource (disambiguation) , quality (philosophy) , rural area , medicine , psychology , nursing , computer science , computer network , philosophy , mechanical engineering , epistemology , pathology , neuroscience , artificial intelligence , engineering
Summary. During 1992–93, the authors produced a video‐based teacher development resource kit for rural and isolated general practitioners and hospital medical personnel who are involved in medical teaching. As part of the development process, we surveyed 240 medical undergraduate students of the University of Queensland about their experiences and perceptions of teaching and learning in rural settings in Queensland. For approximately 90% of undergraduate learners, the experience with a rural medical practitioner was extremely positive. The major positive features identified by students were: being treated as a colleague; being allowed/encouraged to work independently; receiving feedback on their work; and being given ample ‘hands‐on’ minor procedural experience and/or teaching. The 10% of students who reported unfavourably on their rural terms identified lack of opportunities to carry out solo consultations/work independently, lack of structure in teaching/learning experiences, and lack of hands‐on experience as the major disappointments. The results demonstrate clearly how and why the majority of rural medical teachers in Queensland are effective facilitators of undergraduate learning.