Christopher Amy, Gortemiller Tina, Zemmer Jonathan, Wronowski Meredith
University of Dayton, Fitz Hall, 300 College Park, Dayton, OH USA.
University of Cincinnati, Cincinnati, OH USA.
Med Sci Educ. 2021 May 11;31(4):1291-1304. doi: 10.1007/s40670-021-01297-9. eCollection 2021 Aug.
The purpose of this research project is to determine how well three health profession student discipline's learning needs are met through a real clinical interprofessional environment compared to previous simulation experience by assessing student perceptions following participation in a student-run underserved healthcare setting.
Various student-run health clinics were initiated throughout Southwest Ohio in underserved settings precepted by healthcare profession faculty. Physician assistant, pharmacy, and medical student learning needs and interprofessional perceptions were assessed following clinic participation utilizing the Clinical Learning Environment Comparison Survey (CLECS) and qualitative comment to allow objectification of students' perceptions to different clinical learning environments and the interprofessional setting.
The survey had responses from medical, pharmacy, and physician assistant students ( = 60). Overall, students preferred traditional learning environments compared to previous simulated clinical experiences ( < .01). Significance for communication, holism, and the teaching-learning dyad was demonstrated comparing the traditional clinical experience to the simulated experience ( < .05). Pharmacy students felt their critical thinking skills were more significantly improved after the simulated environment ( < .05). Males more significantly favored teaching-learning dyad simulation vs. the traditional environment ( = 5.86, < .05). Qualitative comments regarding the interprofessional experience included themes of teamwork, patient communication, and clinical skills.
When comparing a traditional clinical experience in an interprofessional student-run clinic vs. previous simulated learning clinical environment, physician assistant, pharmacy, and medical students qualitatively and quantitatively perceive their learning needs are greater met in the volunteer student-run clinic for communication, holism, and the teaching-learning dyad. There were variations in preferences based on sex and discipline of the student.
本研究项目的目的是通过评估参与学生运营的医疗服务不足环境的学生的看法，来确定与以前的模拟经验相比，在真实的临床跨专业环境中，三个健康专业学生学科的学习需求得到满足的程度。
在俄亥俄州西南部各地的医疗服务不足环境中，启动了各种由医疗专业教师指导的学生运营的健康诊所。在诊所参与后，利用临床学习环境比较调查（CLECS）和定性评论，评估医师助理、药学和医学专业学生的学习需求和跨专业看法，以使学生对不同临床学习环境和跨专业环境的看法客观化。
该调查收到了医学、药学和医师助理专业学生（n = 60）的回复。总体而言，与以前的模拟临床经验相比，学生更喜欢传统学习环境（P <.01）。将传统临床经验与模拟经验进行比较，在沟通、整体观和教学二元组方面显示出显著性（P <.05）。药学专业学生认为他们的批判性思维技能在模拟环境后有更显著的提高（P <.05）。男性比女性更显著地倾向于教学二元组模拟而非传统环境（t = 5.86，P <.05）。关于跨专业经验的定性评论包括团队合作、患者沟通和临床技能等主题。
在将跨专业学生运营诊所中的传统临床经验与以前的模拟学习临床环境进行比较时，医师助理、药学和医学专业学生在定性和定量方面都认为，他们在志愿者学生运营的诊所中，在沟通、整体观和教学二元组方面的学习需求得到了更好的满足。根据学生的性别和学科，存在偏好差异。
