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Isolated rural general practice as the focus for teaching core clinical rotations to pre-registration medical students

机译：孤立的农村普通实践是向预注册医学生教授核心临床轮训的重点

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Background Earlier studies have successfully demonstrated that medical students can achieve success in core clinical rotations with long term attachments in small groups to rural general / family practices. Methods In this study, three students from a class of 226 volunteered for this 1-year pilot program, conducted by the University of Queensland in 2004, for medical students in the 3rd year of a 4-year graduate entry medical course. Each student was based with a private solo general practitioner in a different rural town between 170 and 270 km from the nearest teaching hospital. Each was in a relatively isolated rural setting, rated 5 or 6 on the RRMA scale (Rural, Remote, Metropolitan Classification: capital city = 1, other metropolitan = 2, large regional city = 3, most remote community = 7). The rural towns had populations respectively of 500, 2000 and 10,000. One practice also had a General Practice registrar. Only one of the locations had doctors in the same town but outside the teaching practice, while all had other doctors within the same area. All 3 supervisors had hospital admitting rights to a hospital within their town. The core clinical rotations of medicine, surgery, mental health, general practice and rural health were primarily conducted within these rural communities, with the student based in their own consulting room at the general practitioner (GP) supervisor's surgery. The primary teacher was the GP supervisor, with additional learning opportunities provided by visiting specialists, teleconferences and university websites. At times, especially during medicine and surgery terms, each student would return to the teaching hospital for additional learning opportunities. Results All students successfully completed the year. There were no statistical differences in marks at summative assessment in each of the five core rotations between the students in this pilot and their peers at the metropolitan or rural hospital based clinical schools. Conclusion The results suggest that isolated rural general practice could provide a more substantial role in medical student education.
机译：背景技术较早的研究已经成功地证明，医学生可以在核心临床轮换中取得成功，并且可以长期依附于农村的一般/家庭实践中。方法在这项研究中，来自昆士兰大学于2004年进行的为期1年的试验计划的226名班级的3名学生自愿参加了为期4年的研究生入学医学课程3年级的医学学生。每位学生都由一位私人独奏医师在距最近的教学医院170至270公里之间的另一个农村城镇工作。每个地区都处于相对偏僻的乡村环境中，在RRMA评分中等级为5或6（农村，偏远地区，大城市分类：首都城市= 1，其他大城市= 2，大型区域城市= 3，最偏远的社区= 7）。农村城镇的人口分别为500、2000和10,000。一种做法还具有一名普通做法注册员。只有一个地点在同一城镇但在教学实践之外有医生，而所有地点在同一地区都有其他医生。所有3位主管均拥有其所在镇上医院的医院接纳权。医学，外科手术，精神卫生，全科医学和农村卫生的核心临床轮换主要在这些农村社区内部进行，学生在其自己的全科医生（GP）主管外科手术室中就诊。初级教师是GP主管，还有访问专家，电话会议和大学网站提供的其他学习机会。有时，尤其是在医学和外科手术期间，每个学生都会回到教学医院寻求更多的学习机会。结果所有学生都顺利完成了这一学年。在本试验中的学生与位于城市或农村医院的临床学校的同龄人之间，在五个核心轮换的每一个核心轮换中，总结性评估中的分数均无统计学差异。结论结果表明，孤立的农村普通实践可以在医学生教育中发挥更大的作用。

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