Literature review of studies evaluating community-based teaching A summary of the studies evaluated in the systematic literature review are outlined in table 4. The main methods of evaluation employed in the studies were questionnaires, interviews and focus groups of the key stakeholders in CBE—students, patients, tutors selleck catalog and other staff in the community setting. Table 4 Summary of systematic review Needs assessment of CBE Studies of student expectations of CBE highlighted

that students valued experiential patient-centred learning and tutor supervision in the community setting.14 30 In a Sheffield study,14 students also recognised that CBE was a powerful vehicle for changing their approach to medicine and illness, where the patient as a person is given emphasis over the disease. Implementation assessment of CBE All forms of community-based teaching were generally well-received by medical students, patients and participating healthcare professionals, supporting the continuation of existing community-based teaching programmes in the future. This included community-based teaching which was incorporated into specialty modules such as Obstetrics and Gynaecology,31 Psychiatry22 and Surgery.27 The

unique approach of incorporating primary healthcare in an intercalated Bachelor of Science medical research year also received positive feedback.23 Three studies found that students preferred the implementation of practice-based teaching over hospital-based teaching. Hastings et al11 found that students in Leicester preferred practice-based teaching on the grounds of both teaching method and content. O’Sullivan et al12 had similar findings among students from University College London, where practice-based teaching bore qualities of better

teaching attitudes, teaching methods and course organisation. Interestingly, these findings were consistent with Powell and Easton’s27 investigation on Imperial College students undertaking their surgery module. These students preferred surgical teaching within general practices due to the learner-centred approach in teaching, more protected teaching time and regular access to suitable patients for acquiring clinical skills. The success of community teaching in Leicester was analysed by Hastings et al.11 It was found that the improved quality of teaching by GP tutors was attributed to a higher proportion of GP tutors attending teacher-training courses. General practices Dacomitinib were also found to have greater resource availability and NHS funding specifically allocated to support the teaching of medical undergraduates. All these factors placed hospital doctors at a disadvantage in preparing good-quality clinical teaching sessions in comparison to GPs. Impact assessment of CBE Studies of CBE impact on students bore the following themes: (1) Learning outcomes, (2) Behavioural changes to primary care and (3) Traits of future doctors.