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A new model of paired clinical teaching of international and Danish medical students

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@article{64d55bbb5be749908727ab72e4176051,
title = "A new model of paired clinical teaching of international and Danish medical students",
abstract = "INTRODUCTION: Since 2006, one hospital has offered two clinical courses in obstetrics/gynaecology and paediatrics to international (I) students. However, as I-student enrolment increased, the hospital faced cut-backs. As from 2010, I-team course evaluations therefore dropped to unacceptable levels and more I- than Danish (DK) students failed exams. Therefore, in 2012 we started a three-year internationalisation project (I-project) at two hospitals. The primary intervention was to pair training for I- and DK-students at clinical contact, and to offer an exclusive daily lecturer for I-teams.METHODS: We compared the course evaluations and exam grades of I-teams and DK-teams for two years prior to (107 from I-teams - 211 participants from DK-teams) and during the I-project (245 participants from I-teams - 575 from DK-teams).RESULTS: During the I-project, the I-teams' course evaluations increased to acceptable values and to levels comparable to the evaluation scores of DK-teams. Furthermore, I-students now considered that their communication with the patients was acceptable. Before the I-project, I-students had lower exam grades (median = 10 (range: 0-12)) than DK-students (10 (4-12)) (p = 0.03), but during the I-project, exam grades increased to the levels achieved by DK-students (10 (2-12) - 10 (0-12) (p = 0.22), and no more I- than DK-students failed exams (p = 0.51).CONCLUSIONS: Pairing students for clinical training and allocating an exclusive lecturer for I-teams produced improved courses for internationalisation. Allocating an exclusive lecturer was associated with a cost of about 615 EUR per student per course when the team consisted of ten students.FUNDING: The Capital Region of Denmark and the University of Copenhagen.TRIAL REGISTRATION: not relevant.",
keywords = "Journal Article",
author = "Dina Cortes and Anja Pinborg and Teilmann, {Grete Katrine} and L{\o}kkegaard, {Ellen Christine Leth} and Jesper Andersen and Westergaard, {Hanne Brix} and Suzanne Andersen and Joyce Kling and J{\o}rgensen, {Finn Stener} and J{\o}rgensen, {Inger Merete} and Poulsen, {J{\o}rgen Hedemark} and Gylli Mola and Thomas Bergholt and Ole Pryds and Lisbeth Nilas",
year = "2016",
month = "7",
language = "English",
volume = "63",
pages = "A5244",
journal = "Danish Medical Bulletin (Online)",
issn = "1603-9629",
publisher = "Almindelige Danske Laegeforening",
number = "7",

}

RIS

TY - JOUR

T1 - A new model of paired clinical teaching of international and Danish medical students

AU - Cortes, Dina

AU - Pinborg, Anja

AU - Teilmann, Grete Katrine

AU - Løkkegaard, Ellen Christine Leth

AU - Andersen, Jesper

AU - Westergaard, Hanne Brix

AU - Andersen, Suzanne

AU - Kling, Joyce

AU - Jørgensen, Finn Stener

AU - Jørgensen, Inger Merete

AU - Poulsen, Jørgen Hedemark

AU - Mola, Gylli

AU - Bergholt, Thomas

AU - Pryds, Ole

AU - Nilas, Lisbeth

PY - 2016/7

Y1 - 2016/7

N2 - INTRODUCTION: Since 2006, one hospital has offered two clinical courses in obstetrics/gynaecology and paediatrics to international (I) students. However, as I-student enrolment increased, the hospital faced cut-backs. As from 2010, I-team course evaluations therefore dropped to unacceptable levels and more I- than Danish (DK) students failed exams. Therefore, in 2012 we started a three-year internationalisation project (I-project) at two hospitals. The primary intervention was to pair training for I- and DK-students at clinical contact, and to offer an exclusive daily lecturer for I-teams.METHODS: We compared the course evaluations and exam grades of I-teams and DK-teams for two years prior to (107 from I-teams - 211 participants from DK-teams) and during the I-project (245 participants from I-teams - 575 from DK-teams).RESULTS: During the I-project, the I-teams' course evaluations increased to acceptable values and to levels comparable to the evaluation scores of DK-teams. Furthermore, I-students now considered that their communication with the patients was acceptable. Before the I-project, I-students had lower exam grades (median = 10 (range: 0-12)) than DK-students (10 (4-12)) (p = 0.03), but during the I-project, exam grades increased to the levels achieved by DK-students (10 (2-12) - 10 (0-12) (p = 0.22), and no more I- than DK-students failed exams (p = 0.51).CONCLUSIONS: Pairing students for clinical training and allocating an exclusive lecturer for I-teams produced improved courses for internationalisation. Allocating an exclusive lecturer was associated with a cost of about 615 EUR per student per course when the team consisted of ten students.FUNDING: The Capital Region of Denmark and the University of Copenhagen.TRIAL REGISTRATION: not relevant.

AB - INTRODUCTION: Since 2006, one hospital has offered two clinical courses in obstetrics/gynaecology and paediatrics to international (I) students. However, as I-student enrolment increased, the hospital faced cut-backs. As from 2010, I-team course evaluations therefore dropped to unacceptable levels and more I- than Danish (DK) students failed exams. Therefore, in 2012 we started a three-year internationalisation project (I-project) at two hospitals. The primary intervention was to pair training for I- and DK-students at clinical contact, and to offer an exclusive daily lecturer for I-teams.METHODS: We compared the course evaluations and exam grades of I-teams and DK-teams for two years prior to (107 from I-teams - 211 participants from DK-teams) and during the I-project (245 participants from I-teams - 575 from DK-teams).RESULTS: During the I-project, the I-teams' course evaluations increased to acceptable values and to levels comparable to the evaluation scores of DK-teams. Furthermore, I-students now considered that their communication with the patients was acceptable. Before the I-project, I-students had lower exam grades (median = 10 (range: 0-12)) than DK-students (10 (4-12)) (p = 0.03), but during the I-project, exam grades increased to the levels achieved by DK-students (10 (2-12) - 10 (0-12) (p = 0.22), and no more I- than DK-students failed exams (p = 0.51).CONCLUSIONS: Pairing students for clinical training and allocating an exclusive lecturer for I-teams produced improved courses for internationalisation. Allocating an exclusive lecturer was associated with a cost of about 615 EUR per student per course when the team consisted of ten students.FUNDING: The Capital Region of Denmark and the University of Copenhagen.TRIAL REGISTRATION: not relevant.

KW - Journal Article

M3 - Journal article

VL - 63

SP - A5244

JO - Danish Medical Bulletin (Online)

JF - Danish Medical Bulletin (Online)

SN - 1603-9629

IS - 7

ER -

ID: 48253825