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Undergraduate medical teaching with remote consultations in general practice: a realist evaluation

BACKGROUND: Supervisors historically educated students in primary care in face-to-face contexts; as a result of COVID-19, students now experience patient consultations predominantly remotely. There is a paucity of evidence regarding the facilitators and barriers to supervising students for excellent...

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Autores principales: Al-bedaery, Roaa, Chaudhry, Umar Ahmed Riaz, Jones, Melvyn, Noble, Lorraine, Ibison, Judith
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Royal College of General Practitioners 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9680759/
https://www.ncbi.nlm.nih.gov/pubmed/35210228
http://dx.doi.org/10.3399/BJGPO.2021.0185
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author Al-bedaery, Roaa
Chaudhry, Umar Ahmed Riaz
Jones, Melvyn
Noble, Lorraine
Ibison, Judith
author_facet Al-bedaery, Roaa
Chaudhry, Umar Ahmed Riaz
Jones, Melvyn
Noble, Lorraine
Ibison, Judith
author_sort Al-bedaery, Roaa
collection PubMed
description BACKGROUND: Supervisors historically educated students in primary care in face-to-face contexts; as a result of COVID-19, students now experience patient consultations predominantly remotely. There is a paucity of evidence regarding the facilitators and barriers to supervising students for excellent educational impact in the remote consultation environment. AIM: To understand the facilitators and barriers to educating medical students using remote consultations in primary care, and the consequences for students in terms of educational impact. DESIGN & SETTING: A realist evaluation methodology was adopted to identify causal chains of contexts, mechanisms, and outcomes, describing how the teaching and learning functioned on a sample of medical students and GP tutors from two medical schools in London, UK. METHOD: An initial programme theory was developed from the literature and a scoping exercise informed the data collection tools. Qualitative data were collected through online questionnaires (49 students, 19 tutors) and/or a semi-structured interview (eight students, two tutors). The data were coded to generate context–mechanisms–outcome configurations outlining how the teaching and learning operated. RESULTS: The results demonstrated a sequential style of supervision can positively impact student engagement and confidence, and highlighted a need to address student preparation for remote patient examinations. Students found passive observation of remote patient encounters disengaging, and, in addition, reported isolation that impacted negatively on their experiences and perceptions of primary care. CONCLUSION: Student and tutor experiences may improve through considering the supervision style adopted by tutors, and through interventions to reduce student isolation and disengagement when using remote patient consultations in primary care.
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spelling pubmed-96807592022-11-23 Undergraduate medical teaching with remote consultations in general practice: a realist evaluation Al-bedaery, Roaa Chaudhry, Umar Ahmed Riaz Jones, Melvyn Noble, Lorraine Ibison, Judith BJGP Open Research BACKGROUND: Supervisors historically educated students in primary care in face-to-face contexts; as a result of COVID-19, students now experience patient consultations predominantly remotely. There is a paucity of evidence regarding the facilitators and barriers to supervising students for excellent educational impact in the remote consultation environment. AIM: To understand the facilitators and barriers to educating medical students using remote consultations in primary care, and the consequences for students in terms of educational impact. DESIGN & SETTING: A realist evaluation methodology was adopted to identify causal chains of contexts, mechanisms, and outcomes, describing how the teaching and learning functioned on a sample of medical students and GP tutors from two medical schools in London, UK. METHOD: An initial programme theory was developed from the literature and a scoping exercise informed the data collection tools. Qualitative data were collected through online questionnaires (49 students, 19 tutors) and/or a semi-structured interview (eight students, two tutors). The data were coded to generate context–mechanisms–outcome configurations outlining how the teaching and learning operated. RESULTS: The results demonstrated a sequential style of supervision can positively impact student engagement and confidence, and highlighted a need to address student preparation for remote patient examinations. Students found passive observation of remote patient encounters disengaging, and, in addition, reported isolation that impacted negatively on their experiences and perceptions of primary care. CONCLUSION: Student and tutor experiences may improve through considering the supervision style adopted by tutors, and through interventions to reduce student isolation and disengagement when using remote patient consultations in primary care. Royal College of General Practitioners 2022-07-13 /pmc/articles/PMC9680759/ /pubmed/35210228 http://dx.doi.org/10.3399/BJGPO.2021.0185 Text en Copyright © 2022, The Authors https://creativecommons.org/licenses/by/4.0/This article is Open Access: CC BY license (https://creativecommons.org/licenses/by/4.0/)
spellingShingle Research
Al-bedaery, Roaa
Chaudhry, Umar Ahmed Riaz
Jones, Melvyn
Noble, Lorraine
Ibison, Judith
Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
title Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
title_full Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
title_fullStr Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
title_full_unstemmed Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
title_short Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
title_sort undergraduate medical teaching with remote consultations in general practice: a realist evaluation
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9680759/
https://www.ncbi.nlm.nih.gov/pubmed/35210228
http://dx.doi.org/10.3399/BJGPO.2021.0185
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