A survey of UK medical schools' arrangements for early patient contact

Hopayian, Kevork ORCID: https://orcid.org/0000-0002-3037-7242, Howe, Amanda and Dagley, Valerie (2007) A survey of UK medical schools' arrangements for early patient contact. Medical Teacher, 29 (8). pp. 806-813. ISSN 1466-187X

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Abstract

Background: Many U.K. medical schools have patient contact in the first two years of the undergraduate course. Aim: To compare the purposes and organization of early patient contact in UK medical schools and to relate these arrangements to the schools' curricular objectives. Methods: A telephone survey of lead educators in UK medicals schools. Categories of contact were plotted against phases of the course to discern patterns of organisation. Results: The quantity of contact varies considerably (four to 65 days). There is a pattern, with learning objectives around the social context of health and illness preceding skills based work and integrated clinical knowledge for practice coming later. Schools fall into three categories: close adherence to the preclinical/clinical split, with limited early contact acting as an introduction to social aspects of health; provision of substantial patient contact to maximize the integration of knowledge and skills; and transitional, with limited clinical goals. General practice provides between one third and one half of early patient contact. Conclusions: Arrangements meet the objectives set by each school and reflect differing educational philosophies. Change is toward more early contact. There appears to be no national guidance which supports a minimum quantity of patient contact or specific educational purpose in the early years of U.K. basic medical training.

Item Type:	Article
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
UEA Research Groups:	Faculty of Medicine and Health Sciences > Research Groups > Health Services and Primary Care
Depositing User:	EPrints Services
Date Deposited:	25 Nov 2010 11:08
Last Modified:	13 Aug 2023 00:05
URI:	https://ueaeprints.uea.ac.uk/id/eprint/11914
DOI:	10.1080/01421590701543125

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