Abstract
BackgroundMedical schools have a critical need to develop roles for students that are “value-added,” defined as “…experiential roles that can positively impact health outcomes while also enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.” Following implementation of value-added clinical systems learning roles for all first-year students, authors investigated student perceptions of the educational value from these patient-centered experiences.MethodsBetween 2014 and 16, authors collected logs from students following their working with patients; authors also performed six, 1:1 student interviews, which were audio recorded and transcribed verbatim. Authors used thematic analysis to explore students’ perceptions of the experience and educational benefits from these roles. Authors identified themes, and agreed upon results and quotations.ResultsA total of 792 logs from 363 patients and six interviews were completed and analyzed. Students reported six educational benefits of performing value-added clinical systems learning roles in the health system, including enhanced understanding of and appreciation for a patient’s perspective on health care and his/her health, barriers and social determinants of health, health care systems and delivery, interprofessional collaboration and teamwork, clinical medicine, and approach to communicating with patients.ConclusionsStudents’ reported educational benefits from value-added clinical systems learning roles span several learning areas that align with clinical and Health Systems Science, i.e. the needs of future physicians. These roles have the potential to shift learning from the physician-centric identity to one more fully aligned with patient-centered, team-based providers, while also potentially improving health today.
Highlights
Medical schools have a critical need to develop roles for students that are “value-added,” defined as “...experiential roles that can positively impact health outcomes while enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.” Following implementation of value-added clinical systems learning roles for all first-year students, authors investigated student perceptions of the educational value from these patientcentered experiences
While student participation in traditional clinical rotations focuses on developing clinical skills, value-added clinical systems learning roles are designed to provide students with opportunities to engage in Health Systems Science (HSS) and clinical skills while adding value to the health care system by legitimately contributing to patient care [11, 12, 14]
Between September 2014 and December 2016, a total of 792 logs were collected from first-year medical students (n = 307 in year 1, n = 485 in year 2), related to at least 363 unique patients
Summary
Medical schools have a critical need to develop roles for students that are “value-added,” defined as “...experiential roles that can positively impact health outcomes while enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.” Following implementation of value-added clinical systems learning roles for all first-year students, authors investigated student perceptions of the educational value from these patientcentered experiences. Medical schools have a critical need to develop roles for students that are “value-added,” defined as “...experiential roles that can positively impact health outcomes while enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.”. While student participation in traditional clinical rotations focuses on developing clinical skills (i.e., history taking, physical examination), value-added clinical systems learning roles are designed to provide students with opportunities to engage in HSS and clinical skills while adding value to the health care system by legitimately contributing to patient care [11, 12, 14]. Value-added clinical systems learning roles have been proposed as a primary method to develop students’ knowledge and skills in areas such as HSS, and make contributions to care delivery [7,8,9]. Our preliminary work on value-added clinical systems learning roles have identified the need for these roles to provide an educational experience that aligns with the evolving needs for future physicians, and are not “service-heavy, education-lite” experiences [18]
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