A Qualitative Investigation of the Experiences of Students and Preceptors Taking Part in Remote and Rural Community Experiential Placements During Early Medical Training. (June 2019)

• Record Type: Journal Article
• Authors: Ross, Brian M; Cameron, Erin; Greenwood, David
• Is Part Of: Journal of medical education and curricular development. Volume 6(2019)
• Publication Date: 2019-06
• Subjects: Community-based education -- early clinical experiences -- medical education -- place-based education -- rural medicine -- social accountability; Medical education -- Periodicals; Medicine -- Study and teaching -- Periodicals; Education, Medical; Medical education; Periodicals; Fulltext; Internet Resources; Periodicals; Periodicals; 610.71
• DOI: 10.1177/2382120519859311
• Languages: English
• ISSNs: 2382-1205

Abstract

Background: Medical education can help alleviate the chronic undersupply of physicians to rural communities. Providing students with early rural clinical experiences may allow the gaining of necessary knowledge and skills to practice and live rurally, as well as the desire to do so. Purpose: This study aims to provide a detailed understanding of Remote and Rural Community Placements (RRCPs) which occur in the second year of a Doctor of Medicine programme. Methodology/Approach: Using a thematic analysis approach, we examined the experiences of students and preceptors in the RRCP. Data were collected using semi-structured interviews and focus groups. Findings/Conclusions: Students valued RRCPs as a formative clinical experience and preceptors gained professionally from participating. The RRCPs enhanced students regard for, and knowledge of, rural medicine. Yet, contrary to the stated aims of the placement, students spent very little time in activities outside of the clinic, neither learning about the community nor about the life of a physician as a community member. Implications: Medical educators should recognise that students and preceptors will inevitably place different value on the different sociocultural and perceptual aspects of placements, namely clinical and non-clinical. As such, the curriculum should draw clearly articulated links between each.