Abstract
Background: There is much current interest in moving medical education programmes from urban teaching hospitals to rural and remote locations. Purpose: To undertake good quality control of medical education delivery at multiple sites with considerable clinical and environmental diversity. Methods: A mixed method approach was used. Five years of action research and constant comparative analysis was used to identify components that contributed to quality delivery and reduced teaching and learning effectiveness. Results: Good quality sites had the following characteristics: 70% of each week as clinical time; a structured clearly articulated disciplinary focussed academic program; a modified problem based learning program; students who learned clinically in pairs, and a generalist rather than specialist focus. Conclusion: Rural teaching and learning is different from that in tertiary based hospitals and the components of quality curriculum delivery in these locations need to be articulated so that others can learn from their success.
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