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.
Highlights
Student-run clinics (SRCs) are outpatient clinics run and organized by undergraduate medical students
Chen et al recently emphasized the educational value of early undergraduate clinical experience obtained in SRCs, which they consider a result of engagement [10]
Sitting next to a clinical supervisor during a consultation may count as experience, it could be postulated that the engagement and effect on learning is minimal [13]
Summary
Student-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. Student-run clinics (SRCs) are (free) outpatient clinics for underserved and uninsured patients, run and organized by undergraduate medical and paramedical students. While these clinics offer students multiple learning opportunities [1,2,3,4,5], little is known about the actual effects of participation on students’ learning outcomes with regard to knowledge, skills, and behaviour [1]. Sitting next to a clinical supervisor during a consultation may count as experience, it could be postulated that the engagement and effect on learning is minimal [13]
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