The rural physician associate program: the value of immersion learning for third-year medical students.
The rural physician associate program: the value of immersion learning for third-year medical students.
复制标题
乡村医师助理计划：沉浸式学习对三年级医学生的价值。
作者：
T. Zink;G. Halaas;Deborah A. Finstad;K. Brooks
上下文
医疗保健的变化和新的学习理论促使医学教育发生了重大变化。一些美国医学院在农村社区采用沉浸式学习，以增加选择在这些地区执业的医生数量。成立于1971年，农村医师协会计划（RPAP）是一个纵向沉浸式学习经验的学生在他们的医学院的第三年。学生被分配到一个人口从1 000到30 000人的农村社区的初级保健导师那里，为期36周。
目的
描述学生对沉浸式学习体验的感知价值。
方法
从3类（2004年，2005年，2006年）的学生（n = 95）的数据进行了分析，包括最后的论文，反映他们的经验和日志，他们的病人遇到和程序。主题从学生的论文相关的动手学习经验。计算了门诊就诊和手术的频率，并在可能的情况下与大都市地区的同事进行比较。
结果
连续性经验允许一对一的指导和长期关系。学生看到医生，诊所/医院工作人员和病人作为他们的老师。环境是滋养的，但把他们推到了舒适区之外。学生获得越来越多的能力与他们的技能，做得最好，如果他们是独立的，并寻求学习机会。他们报告说，与大都市地区的同龄人相比，他们有更多的实践经验，更有信心和自主权。
结论
RPAP经验提供了一个培养，纵向，沉浸式学习经验，促进临床技能的逐步但稳定的发展，以及个人和专业导师。
CONTEXT
Changes in health care and new theories of learning have prompted significant changes in medical education. Some US medical schools employ immersion learning in rural communities to increase the number of physicians who choose to practice in these areas. Founded in 1971, the rural physician associate program (RPAP) is a longitudinal immersion learning experience for students during their third year of medical school. Students are assigned to a primary care preceptor(s) in a rural community ranging in population from 1,000 to 30,000 for 36 weeks.
PURPOSE
To describe students' perceived value of this immersion learning experience.
METHODS
Data from 3 classes (2004, 2005, 2006) of students (n = 95) were analyzed, including final essays that reflect on their experiences and logs of their patient encounters and procedures. Themes from students' essays related to the hands-on learning experience are presented. Frequencies of ambulatory encounters and procedures were calculated and compared with those of metropolitan area colleagues where possible.
FINDINGS
The continuity experience allows for one-to-one mentoring and long-term relationships. Students see physicians, clinic/hospital staff, and patients as their teachers. The environment is nurturing, but nudges them outside their comfort zone. Students gain increasing competence with their skills and do best if they are independent and seek out learning opportunities. They report more hands-on experience, more confidence and autonomy than their peers in the metropolitan area.
CONCLUSIONS
The RPAP experience provides a nurturing, longitudinal, immersion learning experience that facilitates the gradual but steady development of clinical skills alongside a personal and professional mentor.
医学生对农村初级保健诊所技能发展的评估。
影响因子：
2.1
作者：
Hunsaker,ML;Glasser,ML;Nielsen,KM;Lipsky,MS
通讯作者：
Lipsky,MS