NDLI: Innovative training for rural medical students.

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Peer review: purpose, process and publication.

Developing a 'buddy scheme' for foundation doctors.

Designing a purposeful student assistantship.

The virtual continuity in learning programme: results.

Achieving 360° student feedback using SPaCE.

Direct observed procedural skills assessment in the undergraduate setting.

Cumulative sum scoring for medical students.

Innovative training for rural medical students.

Is obstetrics and gynaecology going the distance?

Using video to introduce clinical materials.

Encouraging teaching and presentation skills.

No medical students allowed.

Taking on a role in the assessment of learning.

Interprofessional placement: was it beneficial?

Handwritten undergraduate surgical logbooks.

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Innovative training for rural medical students.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Moore, Malcolm Bolte, Keryn Bennett, Paul
Description	Country affiliation: Australia Author Affiliation: Moore M ( Department of Rural Health, Sydney University, New South Wales, Australia.)
Abstract	BACKGROUND: Traditional approaches to curriculum delivery are primarily devoted to producing graduates who are proficient in their professional domain, leaving little time for interaction between disciplines. Rural doctors need to work closely with other health workers in the context of life in smaller communities. CONTEXT: The Broken Hill University Department of Rural Health (BHUDRH) was established to improve health care in far-western New South Wales (NSW). It runs a programme of extended clinical placements for 10 medical students from three universities. It also takes many medical students on short-term placements, as well as nursing and allied health workers. INNOVATION: The BHUDRH has established a programme of weekly workshops that focus on rural and cultural issues in an interprofessional learning context. This programme is designed to deepen the medical students' experience, and to further the goal of developing the rural and remote health workforce. This article describes the Enhanced Rural Inter-Professional Cultural Health (ENRICH) programme. ENRICH uses community resources - professional, cultural and artistic - to provide stimulating educational opportunities. Students cover topics ranging from hands-on resuscitation skills to life-drawing classes with students from several health disciplines. The regular, programmed nature of this scheme gives rural, interprofessional and cultural aspects of learning a high profile in the students' experience. IMPLICATIONS: The ENRICH programme puts issues of life and practice in a rural community firmly on the agenda of BHUDRH students. It gives them an experience of the depth of a rural community that they might otherwise not be aware of, and promotes teamwork through interprofessional education. It is another strategy for encouraging students to return to rural work.
File Format	HTM / HTML
ISSN	17434971
Issue Number	4
Volume Number	9
e-ISSN	1743498X
Journal	The Clinical Teacher
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2012-08-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Clinical Competence Clinical Competence Statistics & Numerical Data Curriculum Diffusion Of Innovation Rural Population Students, Medical Teaching Methods Humans Program Evaluation Qualitative Research Journal Article
Content Type	Text
Resource Type	Article
Subject	Medicine Review and Exam Preparation

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