Medical teacher
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Early clinical experience is being introduced in innovative, vertically integrated undergraduate medical curricula. While in many cases, this early clinical experience is limited to the presence of patients during lectures, in Utrecht students gain 'hands on' experience of daily clinical practice during 6-week clerkships. We studied students' and teachers' opinions of these full clerkships in the third year of a medical course. ⋯ Less background knowledge and a lower age than is usual for the more traditional (later) clerkships do not appear to hinder successful completion of an early clerkship. Indeed, early clerkships have several advantages, such as early observation of the future profession, increased motivation for further study, contextual learning, and improvement of clinical skills.
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Comparative Study
Graduating medical students and emergency procedure skill teaching in Finland--does a clinical skills centre make the difference?
Since our previous study in 1997, three of five medical schools have introduced clinical skills centres. ⋯ The students' experience of emergency procedure has slightly improved. Early practising in a clinical skills centre seems to increase the student satisfaction with emergency skills education.
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This paper aims to draw a picture of current medical education in The Netherlands. Based on strong historical roots in the seventeenth century, Dutch medical education has adapted to changing circumstances through the ages. Nowadays, medical education in The Netherlands may be called "modern", according to international standards and schools such as the one in Maastricht serve as examples, nationally and internationally. ⋯ The high level of activity in medical education development is reflected in high research productivity, measured as Dutch articles in international journals. Despite these strengths, several critical issues around medical education are in debate, ranging from entrance selection, small group tutoring, the two-cycle bachelor-master model and the relevance of basic sciences to the planning of enrolment numbers and working hours for residents. Medical education in The Netherlands is a dynamic field.
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BACKGROUND AND REVIEW CONTEXT: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribute to collaborative practice and better care. ⋯ Government calls for enhanced collaboration amongst practitioners frequently leads to IPE that is then developed and delivered by educators, practitioners or service managers. Staff development is a key influence on the effectiveness of IPE for learners who all have unique values about themselves and others. Authenticity and customization of IPE are important mechanisms for positive outcomes of IPE. Interprofessional education is generally well received, enabling knowledge and skills necessary for collaborative working to be learnt; it is less able to positively influence attitudes and perceptions towards others in the service delivery team. In the context of quality improvement initiatives interprofessional education is frequently used as a mechanism to enhance the development of practice and improvement of services.