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Longitudinal training models for entrusting students with independent patient care?: A systematic review

OBJECTIVE: The participation of students from both undergraduate medical education (UGME) and postgraduate medical education (PGME) in independent patient care contributes to the development of knowledge, skills and the professional identity of students. A continuing collaboration between students a...

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Autores principales: Bonnie, Linda H. A., Cremers, Gaston R., Nasori, Mana, Kramer, Anneke W. M., van Dijk, Nynke
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9292729/
https://www.ncbi.nlm.nih.gov/pubmed/34383965
http://dx.doi.org/10.1111/medu.14607
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author Bonnie, Linda H. A.
Cremers, Gaston R.
Nasori, Mana
Kramer, Anneke W. M.
van Dijk, Nynke
author_facet Bonnie, Linda H. A.
Cremers, Gaston R.
Nasori, Mana
Kramer, Anneke W. M.
van Dijk, Nynke
author_sort Bonnie, Linda H. A.
collection PubMed
description OBJECTIVE: The participation of students from both undergraduate medical education (UGME) and postgraduate medical education (PGME) in independent patient care contributes to the development of knowledge, skills and the professional identity of students. A continuing collaboration between students and their preceptor might contribute to opportunities for students to independently provide patient care. In this systematic review, we aim to evaluate whether longitudinal training models facilitate the independent practice of students and what characteristics of longitudinal training models contribute to this process. METHOD: This systematic review was performed according to the PRISMA guidelines. In May 2020, we performed a search in three databases. Articles evaluating the impact of longitudinal training models on the independent practice of students from both UGME and PGME programmes were eligible for the study. A total of 68 articles were included in the study. Quality of the included studies was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). RESULTS: Both UGME and PGME students in longitudinal training models are more frequently allowed to provide patient care independently when compared with their block model peers, and they also feel better prepared for independent practice at the end of their training programme. Several factors related to longitudinal training models stimulate opportunities for students to work independently. The most important factors in this process are the longitudinal relationships with preceptors and with the health care team. CONCLUSION: Due to the ongoing collaboration between students and their preceptor, they develop an intensive and supportive mutual relationship, allowing for the development of a safe learning environment. As a result, the professional development of students is fostered, and students gradually become part of the health care team, allowing them the opportunity to engage in independent patient care.
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spelling pubmed-92927292022-07-20 Longitudinal training models for entrusting students with independent patient care?: A systematic review Bonnie, Linda H. A. Cremers, Gaston R. Nasori, Mana Kramer, Anneke W. M. van Dijk, Nynke Med Educ Review Article OBJECTIVE: The participation of students from both undergraduate medical education (UGME) and postgraduate medical education (PGME) in independent patient care contributes to the development of knowledge, skills and the professional identity of students. A continuing collaboration between students and their preceptor might contribute to opportunities for students to independently provide patient care. In this systematic review, we aim to evaluate whether longitudinal training models facilitate the independent practice of students and what characteristics of longitudinal training models contribute to this process. METHOD: This systematic review was performed according to the PRISMA guidelines. In May 2020, we performed a search in three databases. Articles evaluating the impact of longitudinal training models on the independent practice of students from both UGME and PGME programmes were eligible for the study. A total of 68 articles were included in the study. Quality of the included studies was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). RESULTS: Both UGME and PGME students in longitudinal training models are more frequently allowed to provide patient care independently when compared with their block model peers, and they also feel better prepared for independent practice at the end of their training programme. Several factors related to longitudinal training models stimulate opportunities for students to work independently. The most important factors in this process are the longitudinal relationships with preceptors and with the health care team. CONCLUSION: Due to the ongoing collaboration between students and their preceptor, they develop an intensive and supportive mutual relationship, allowing for the development of a safe learning environment. As a result, the professional development of students is fostered, and students gradually become part of the health care team, allowing them the opportunity to engage in independent patient care. John Wiley and Sons Inc. 2021-09-13 2022-02 /pmc/articles/PMC9292729/ /pubmed/34383965 http://dx.doi.org/10.1111/medu.14607 Text en © 2021 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
spellingShingle Review Article
Bonnie, Linda H. A.
Cremers, Gaston R.
Nasori, Mana
Kramer, Anneke W. M.
van Dijk, Nynke
Longitudinal training models for entrusting students with independent patient care?: A systematic review
title Longitudinal training models for entrusting students with independent patient care?: A systematic review
title_full Longitudinal training models for entrusting students with independent patient care?: A systematic review
title_fullStr Longitudinal training models for entrusting students with independent patient care?: A systematic review
title_full_unstemmed Longitudinal training models for entrusting students with independent patient care?: A systematic review
title_short Longitudinal training models for entrusting students with independent patient care?: A systematic review
title_sort longitudinal training models for entrusting students with independent patient care?: a systematic review
topic Review Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9292729/
https://www.ncbi.nlm.nih.gov/pubmed/34383965
http://dx.doi.org/10.1111/medu.14607
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