Zohar Daniela Noa, Robinzon Vered, Loebenstein Roni, Levy Yuval, Shapira Shachar, Maggio Nicola, Segal Gad
Department of Neurology and Neurosurgery, The Chaim Sheba Medical Center at Tel Hashomer, Ramat Gan, Israel.
The Faculty of Healthcare Science and Medicine, Tel-Aviv University, Ramat-Aviv, Israel.
J Med Educ Curric Dev. 2025 May 7;12:23821205251335134. doi: 10.1177/23821205251335134. eCollection 2025 Jan-Dec.
A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training.
The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC-Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours.
Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients' waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become "full timers" on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations.
The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry.
全球医疗保健专业人员短缺，这凸显了扩大世界各地医学生临床培训能力的必要性。以患者为中心的临床教学是临床教育的支柱，已成为所有临床学科医学教育工作者面临的主要挑战。解决方案将不可避免地在三个方面出现：延长白天和晚上的学习时间，从基于医院的教育扩展到社区诊所，并增加模拟培训的量。
我们的NAC神经科学学术诊所实现了三个维度中的两个维度（日间延长和基于诊所的教学）的体现：一个以教学为中心的门诊神经科诊所综合体，在三级医疗中心的下午和晚上运营。
NAC的建立使我们能够在40周的教学年度内，将以患者为中心的临床教学扩展到：（A）更多的医学生群体，每年多达320名学生，体验高质量的个性化教学；（B）显著缩短患者等待高需求专科神经科医生的名单，NAC患者的等待时间平均缩短90天；（C）通过经济激励使我们的内部医生在教育基础上成为“全职人员”，他们的年薪可能增加14000美元，同时获得更多学术学分，并为后代做出巨大贡献。
本文所述的NAC模式被认为是成功的，目前已推广到其他临床学科，包括传染病、胃肠病学和精神病学。
