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Learning in student‐run clinics: a systematic review
Author(s) -
Schutte Tim,
Tichelaar Jelle,
Dekker Ramon S,
Agtmael Michiel A,
Vries Theo P G M,
Richir Milan C
Publication year - 2015
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/medu.12625
Subject(s) - psycinfo , curriculum , medical education , context (archaeology) , psychology , inclusion (mineral) , medline , quality (philosophy) , medicine , pedagogy , social psychology , paleontology , philosophy , epistemology , political science , law , biology
Context Student‐run clinics ( SRC s) have existed for many years and may provide the most realistic setting for context‐based learning and legitimate early clinical experiences with responsibility for patient care. We reviewed the literature on student outcomes of participation in SRC s. Methods A systematic literature review was performed using the P ub M ed, EMBASE , P syc INFO and ERIC databases. Included articles were reviewed for conclusions and outcomes; study quality was assessed using the Medical Education Research Study Quality Instrument ( MERSQI ). Results A total of 42 articles met the inclusion criteria and were included in the quantitative synthesis. The effects of participation on students’ attitudes were mainly positive: students valued the SRC experience. Data on the effects of SRC participation on students’ skills and knowledge were based mainly on expert opinions and student surveys. Students reported improved skills and indicated that they had acquired knowledge they were unlikely to have gained elsewhere in the curriculum. The quality of specific aspects of care delivered by students was comparable with that of regular care. Conclusions The suggestion that students should be trained as medical professionals with responsibility for patient care early in the curriculum is attractive. In an SRC this responsibility is central. Students valued the early training opportunity in SRC s and liked participating. However, little is known about the effect of SRC participation on students’ skills and knowledge. The quality of care provided by students seemed adequate. Further research is needed to assess the effect of SRC participation on students’ skills, knowledge and behaviour.

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