ArticleBMC medical education2018
Clarifying learning experiences in student-run clinics: a qualitative study.
Article in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed, 31 citations in OpenAlex.
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- Influence of simulation and clinical settings on peripheral vein cannulation skill learning in nursing education: A qualitative study.International journal of nursing studies advances · 2023Article
- Impact of student-run clinic participation on empathy and interprofessional skills development in medical and pharmacy students.Exploratory research in clinical and social pharmacy · 2023Article
- An Interprofessional Student-Run Medication Review Program: The Clinical STOPP/START-Based Outcomes of a Controlled Clinical Trial in a Geriatric Outpatient Clinic.Clinical pharmacology and therapeutics · 2022Article
- Effective Veterinary Clinical Teaching in a Variety of Teaching Settings.Veterinary sciences · 2022Review
- Can Students Create Their Own Educational Escape Room? Lessons Learned from the Opioid Crisis Escape Room.Medical science educator · 2021Article
- Medical students as junior adverse drug event managers facilitating reporting of ADRs.British journal of clinical pharmacology · 2021Article
- Unintended Consequences? Assessing the Impact of Curricular Change on Medical Student Participation in a Student-Run Free Clinic.Medical science educator · 2021Article
- The short- and long-term effects of a course on rational drug use: A comparative study between prefinal- and final-year undergraduate medical students who attended the course in different clinical years.Journal of education and health promotion · 2021Article
- WHO guide to good prescribing is 25 years old: quo vadis?European journal of clinical pharmacology · 2020Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundStudent-run clinics (SRCs) are outpatient clinics run and organized by undergraduate medical students. While these clinics offer participating students multiple learning opportunities, little is known about how participation in an SRC contributes to learning and how this learning is influenced.
methodsIn this qualitative clarification study, we conducted semi-structured interviews with a purposive sample of 20 students and student-coordinators participating in our learner-centred SRC (LC-SRC), to gain in-depth insight into their experiences and learning. These interviews were analysed using Glaser's approach to grounded theory.
resultsAnalysis revealed that responsibility, authenticity, and collaboration described how SRC participation contribute to learning. Responsibility encompassed the responsibility students had for their patients and the responsibility that the student coordinators had for the students. Authenticity reflected the context and tasks in the LC-SRC. Collaboration covered collaboration with other students, with student coordinators, and with clinical supervisors. These three themes are interrelated, and together enhanced motivation and promoted patient-centred learning in both the LC-SRC and the regular curriculum.
conclusionsLearning in an LC-SRC is highly dependent on students' feelings of responsibility for real authentic tasks and is stimulated by extensive collaboration with fellow students and supervising doctors.
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