Application of Lester assessment package in general practice teaching clinic of tertiary hospital / 中华全科医师杂志

From September 2020 to August 2021, 34 general practice trainees in Xuanwu Hospital, Capital Medical University were were randomly divided into the control group and trial group with 17 in each group. The control group adopted the traditional clerkship method for outpatient clinical teaching; the trial group independently received patients with the supervision of clinical instructors, and the Leicester assessment package (LAP) was used for evaluation and training. The performance of two groups were assessed using the Beijing General Practitioner's Graduation Assessment and Admissions Patient Score Sheet. The LAP training was also given to control group at the late stage of the study, and the application of LAP was assessed with a questionnaire survey in two groups of trainees. The results showed that the performance of trial group was better than that of control group in terms of medical history collection [(23.12±1.05) vs. (21.18±0.88), t=-5.82, P<0.01 ], physical examination [(24.88±1.62) vs. (23.12±1.58), t=-3.22, P< 0.01 ], case analysis [(22.94±0.90) vs. (20.82±0.73), t=-7.55, P<0.01 ] and total score [(86.59±2.65) vs. (80.12±2.45) t=-7.40, P<0.01]. For assessment of LAP, all 34 trainees gave 5 points in items of improving patient care, knowledge and skills, communication skills, professional quality, reception skills, clinical thinking, clinical judgment, decision-making skills, and learning interest with the application of LAP in outpatient clinical teaching; the satisfaction of the trainees on the pertinence, teaching effect and LAP training method of the instructing physicians was 100% (34/34). It is suggested that the application of LAP for evaluation and implementation in general practice outpatient teaching will help to improve the teaching quality and the patient receiving ability of general practitioners.

Using the ServQual scale to measure client satisfaction in a rehabilitation teaching clinic in the Philippines

@#<p><strong>BACKGROUND</strong>: Teaching clinics provide low-cost health programs while offering valuable learning opportunities for student clinicians, which then contributes to increasing health care accessibility. To date, there is a paucity of literature exploring the satisfaction of patient seen in rehabilitation teaching clinics in developing countries. Thev Service Quality (ServQual) Scale is a valid and reliable tool that has been used to measure client satisfaction in different work settings and industries.</p><p><strong>OBJECTIVES</strong>: The aim of this study was to demonstrate the usefulness of ServQual in measuring the satisfaction of clients in a rehabilitation teaching clinic in a developing country.</p><p><strong>METHODOLOGY</strong>: A cross-sectional survey was conducted for three months among CTS-AA (Clinic for Therapy Services- Adult and Adolescent Section) clients who are at least 18 years old; have attended at least three sessions; and can read. Prior to administration in CTS-AA, the ServQual scale was translated to Filipino, validated and pilot tested for reliability.</p><p><strong>RESULTS</strong>: Thirty-two respondents were included in the analysis. there was no statistically significant difference between the expectation and the perceptions of the clients for the domains of reliability (z=1.799, p=0.0721), responsiveness (z=0.839, p=0.4013), assurance (z=1.914, p=0.0556) and empathy (z=1.772, p=0.0764). However, there was a statistically significant difference between the clients' perception and expectation for tangibles (z=4.117, p<0.0001) and between the overall client perception and expectation (z=4.086, p<0.0001).The overall ServQual score for CTS-AA is -0.3782.</p><p><strong>CONCLUSION</strong>: The ServQual has been shown to be useful in assessing the satisfaction of clients in rehabilitation clinics and the specific areas that needs improvement. The tool can still be further improved by including items on cost, relationship of students with supervisors and outcomes of treatment.</p>

Enseñanza clínica en el laboratorio: un acercamiento desde el discurso docente / Clinical teaching in the lab: An approach from the discourse of the teacher

El tema de la Enseñanza clínica (ECL) sin lugar a duda es un tema relevante en la Enfermería, tanto para el acto mismo de enseñar en la clínica como para los actores: alumnos y docentes. El propósito de la investigación fue explorar la experiencia de los docentes de enfermería con respecto a la ECL en el laboratorio de práctica. Metodología. El diseño fue cualitativo se empleó el método de incidente critico, se basó en entrevistas a profundidad a través de la técnica de grupos focales. El muestreo fue aleatorio. La entrevista se dirigió con una Guía semiestructurada de 7 preguntas. Resultados y Discusión. Se reconocieron las siguientes categorías: a) definición de la ECL, b) enseñanza clínica en el laboratorio:aspectos definitorios y atributos del docente, c) tutoría en la ECL y c) la evaluación de la misma. Los resultados coinciden con la literatura especializada en cuanto a la multideterminación del proceso educativo, sin embargo se muestran aspectos relevantes en cuanto al perfil del docente en enfermería para esta actividad y las vertientes de la evaluación, que para el caso de la ECL tiene matices singulares