J. Tichelaar

Learning in student-run clinics: a systematic review.

Student‐run clinics (SRCs) have existed for many years and may provide the most realistic setting for context‐based learning and legitimate early clinical experiences with responsibility for patient care. We reviewed the literature on student outcomes of participation in SRCs.

A Delphi study among internal medicine clinicians to determine which therapeutic information is essential to record in a medical record

Several studies have demonstrated that using a template for recording general and diagnostic information in the medical record (MR) improves the completeness of MR documentation, communication between doctors, and performance of doctors. However, little is known about how therapeutic information should be structured in the MR. The aim of this study was to investigate which specific therapeutic information registrars and consultants in internal medicine consider essential to record in the MR. Therefore, we carried out a 2‐round Internet Delphi study. Fifty‐nine items were assessed on a 5‐point scale; an item was considered important if ≥80% of the respondents awarded it a score of 4 or 5. In total, 26 registrars and 30 consultants in internal medicine completed both rounds of the study. Overall, they considered it essential to include information about 11 items in the MR. Subgroup analyses revealed that the registrars considered 8 additional items essential, whereas the consultants considered 1 additional item essential to record. Study findings can be used as a starting point to develop a structured section of the MR for therapeutic information for both paper and electronic MRs. This section should contain at least 11 items considered essential by registrars and clinical consultants in internal medicine.

Clarifying learning experiences in student-run clinics: a qualitative study

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.

30 Medicatie toedienen

De WHO Guide to Good Prescribing beschrijft het rationeel voorschrijven van medicatie in de vorm van een stappenplan.1,2 In tabel 30.1 wordt dit 6-stappenplan als checklist weergegeven en hieronder kort beschreven. In verschillende Nederlandse boeken is dit verder uitgewerkt.3,4