ArticleAnnals of global health2018
Teaching Medical Students in a New Rural Longitudinal Clerkship: Opportunities and Constraints.
Article in Annals of global health, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Longitudinal training models for entrusting students with independent patient care?: A systematic review.Medical education · 2022Pooled it
- Health professionals' perceptions of the Walter Sisulu University's integrated longitudinal clinical clerkship on service delivery in rural district hospitals in Eastern Cape Province, South Africa.BMC medical education · 2025Article
- Final-year students' perceptions of online integrated primary care learning.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2025Article
- What are the experiences of medical students and their trainers regarding undergraduate training in primary health care at four South African medical schools? A qualitative study.Frontiers in medicine · 2024Article
- Factors affecting family medicine programmes in Sub-Saharan Africa: a narrative review of recent literature.Ghana medical journal · 2022Review
- Perceptions of postgraduate family medicine supervision at decentralised training sites, South Africa.African journal of primary health care & family medicine · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
backgroundMedical schools in Africa are responding to the call to increase numbers of medical graduates by up-scaling decentralized clinical training. One approach to decentralized clinical training is the longitudinal integrated clerkship (LIC), where students benefit from continuity of setting and supervision. The ability of family physician supervisors to take responsibility for the clinical training of medical students over a longer period than the usual, in addition to managing their extensive role on the district health platform, is central to the success of such training.
objectiveThis study investigated the teaching experiences of family physicians as clinical supervisors in a newly introduced LIC model in a rural sub-district in the Western Cape, South Africa.
methodNine semi-structured interviews were conducted with six family physicians as part of the Stellenbosch University Rural Medical Education Partnership Initiative (SURMEPI) five-year longitudinal study. Code lists were developed inductively using Atlas.ti v7, they were compared, integrated, and categories were identified. Emerging common themes were developed. Findings: Three overarching themes emerged from the data, each containing subthemes. The rural platform was seen to be an enabling learning space for the LIC students. The family physicians' experienced their new teaching role in the LIC as empowering, but also challenging. Lack of time for teaching and the unstructured nature of the work emerged as constraints. Despite being uncertain about the new LIC model, the family physicians felt that it was easier to manage than anticipated. Conclusion: The centrality of the rural context framed the teaching experiences of the family physicians in the new LIC, forming the pivot around which constraints and opportunities for teaching arose. The African family physician is well positioned to make an important contribution to the upscaling of decentralized medical training, but would need to be supported by academic institutions and health service managers in their teaching role.
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