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首页> 外文期刊>Medical education >What do students actually do on an internal medicine clerkship? A log diary study.
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What do students actually do on an internal medicine clerkship? A log diary study.

机译：学生实际上在内部医学业务上做什么？日志日记研究。

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BACKGROUND: There are limited data on the amount of time students spend on teaching and learning while on internal medicine clerkships, and existing data suggest a wide international variation. Community-based teaching of internal medicine is now widespread; but its strengths and weaknesses compared to traditional hospital based teaching are still unclear. AIM: To determine the proportion of time students spend on different activities on an internal medicine clerkship, and to determine whether this differs in general practice and in hospital. In addition we aimed to determine students' views on the educational value and enjoyment of various activities. METHODS: Prospective completion of log diaries recording student activities. Each student was asked to complete the diary for two separate weeks of their internal medicine clerkship: one week of general practice-based teaching and one week of hospital-based teaching. RESULTS: The response rate was 68% (88/130). Students spent approximately 5.5 h per day on teaching and learning activities in both environments, with more time (50 min vs. 30 min, P = 0.007) on unsupervised interaction with patients in hospital than in general practice, and more time (53 min vs. 21 min, P < 0.001) undergoingassessment in general practice than in hospital. Standard deviations were wide, demonstrating the heterogeneous nature of the data. Students perceived supervised interaction with patients and teaching by doctors as the most educational activities in both environments, but found it even more educationally valuable and enjoyable in general practice than in hospital (mean score for educational value: 4.27 in general practice, 3.88 in hospital, P = 0.048; mean score for enjoyment 4.13 in general practice, 3.66 in hospital, P = 0.03). CONCLUSIONS: Students greatly value interactions with patients, perceiving these as both educational and enjoyable. Curriculum planners must continue to place patient-based learning at the centre of undergraduate medical education. The heterogeneity of the data suggests that individual students have very different experiences, despite apparently similar timetables.
机译：背景：关于学生在内部医学业务中的教学时间花费的数据有限，现有数据表明国际差异很大。基于社区的内科教学现已普及。但是与传统医院教学相比，它的优缺点仍然不清楚。目的：确定学生在内部医学业务中花费在不同活动上的时间比例，并确定这在一般实践和医院中是否有所不同。此外，我们旨在确定学生对各种活动的教育价值和乐趣的看法。方法：预期完成记录学生活动的日志日记。要求每个学生完成其内科医师工作的另外两个星期的日记：一个星期的全科教学和一个星期的医院教学。结果：回应率为68％（88/130）。在这两种环境下，学生每天花费大约5.5 h进行教与学活动，与一般情况下相比，与医院患者进行无监督互动的时间更长（50分钟vs. 30分钟，P = 0.007），并且花费的时间更多（53 min vs. 21分钟，P <0.001）在一般实践中比在医院接受评估。标准偏差很大，表明数据的异质性。在这两种环境中，学生们都认为有监督的与患者互动和医生的教as是两种教育中最具教育意义的活动，但发现与普通医院相比，这种做法在教育上更有价值，并且更有趣（教育价值的平均分：一般情况下为4.27，医院为3.88， P = 0.048;在一般实践中，娱乐的平均评分为4.13，在医院为3.66，P = 0.03）。结论：学生非常重视与患者的互动，认为这些互动既具有教育意义又令人愉悦。课程计划者必须继续将基于患者的学习置于本科医学教育的中心。数据的异质性表明，尽管时间表明显相似，但个别学生的经历却截然不同。

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