From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education
BackgroundSupervised Teaching Clinics (STCs) have emerged as an innovative approach to medical education, particularly in specialties like gynecology, where hands-on experience is crucial. Traditional clinical rotations often leave students in passive roles, limiting their active participation and t...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-01-01
|
| Series: | Frontiers in Medicine |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2024.1498393/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841556633051725824 |
|---|---|
| author | Sangsang Ren Hong Zhan Asanga Fernando Asanga Fernando Xiangrong Xu Weiguo Lu |
| author_facet | Sangsang Ren Hong Zhan Asanga Fernando Asanga Fernando Xiangrong Xu Weiguo Lu |
| author_sort | Sangsang Ren |
| collection | DOAJ |
| description | BackgroundSupervised Teaching Clinics (STCs) have emerged as an innovative approach to medical education, particularly in specialties like gynecology, where hands-on experience is crucial. Traditional clinical rotations often leave students in passive roles, limiting their active participation and the development of essential clinical skills.AimThis study aimed to evaluate the impact of STCs on the clinical competencies and professional development of medical students within a gynecological clinic, comparing the outcomes with those of traditional clinic shadowing.MethodsA total of 144 fifth-year medical students were randomly assigned to either a control group, which participated in traditional clinic shadowing, or an STC group, which engaged in both shadowing and supervised teaching activities. The study utilized the Generalized Self-Efficacy Scale (GSES) and the mini-Clinical Evaluation Exercise (mini-CEX) to assess clinical performance. Feedback was also collected from students, tutors, and patients to gage satisfaction and perceived effectiveness.ResultsStudents in the STC group demonstrated significantly higher improvements in clinical skills, particularly in medical interviewing, counseling, and overall clinical competence, compared to the control group. The STC group also reported greater satisfaction with their learning experience, citing enhanced confidence and a deeper understanding of gynecological practice. Tutors and patients provided positive feedback, noting the STC’s role in fostering effective student-patient interactions and comprehensive learning.ConclusionThe structured design of the STC, with a focus on goal direction, relationships, and supporting services, significantly improved educational outcomes in gynecology. By fostering active learning and delivering constructive feedback, STCs effectively enhance students’ clinical competencies and professional development. The study suggests that integrating STCs into traditional clinical education models could substantially optimize medical training. |
| format | Article |
| id | doaj-art-3d51c3ef2f05438baad3b4aade4ac7d8 |
| institution | Kabale University |
| issn | 2296-858X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj-art-3d51c3ef2f05438baad3b4aade4ac7d82025-01-07T06:49:05ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2025-01-011110.3389/fmed.2024.14983931498393From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology educationSangsang Ren0Hong Zhan1Asanga Fernando2Asanga Fernando3Xiangrong Xu4Weiguo Lu5College of Education, Zhejiang University, Hangzhou, ChinaDepartment of Gynecology, Women’s Hospital, Zhejiang University School of Medicine, Hangzhou, ChinaDepartments of Medical Oncology, Liaison Psychiatry and Simulation and Clinical Skills, St George’s University Hospitals NHS Foundation Trust, London, United KingdomSt George’s, University of London, London, United KingdomDepartment of Education, Women’s Hospital, Zhejiang University School of Medicine, Hangzhou, ChinaDepartment of Gynecologic Oncology, Women’s Hospital, Zhejiang University School of Medicine, Hangzhou, ChinaBackgroundSupervised Teaching Clinics (STCs) have emerged as an innovative approach to medical education, particularly in specialties like gynecology, where hands-on experience is crucial. Traditional clinical rotations often leave students in passive roles, limiting their active participation and the development of essential clinical skills.AimThis study aimed to evaluate the impact of STCs on the clinical competencies and professional development of medical students within a gynecological clinic, comparing the outcomes with those of traditional clinic shadowing.MethodsA total of 144 fifth-year medical students were randomly assigned to either a control group, which participated in traditional clinic shadowing, or an STC group, which engaged in both shadowing and supervised teaching activities. The study utilized the Generalized Self-Efficacy Scale (GSES) and the mini-Clinical Evaluation Exercise (mini-CEX) to assess clinical performance. Feedback was also collected from students, tutors, and patients to gage satisfaction and perceived effectiveness.ResultsStudents in the STC group demonstrated significantly higher improvements in clinical skills, particularly in medical interviewing, counseling, and overall clinical competence, compared to the control group. The STC group also reported greater satisfaction with their learning experience, citing enhanced confidence and a deeper understanding of gynecological practice. Tutors and patients provided positive feedback, noting the STC’s role in fostering effective student-patient interactions and comprehensive learning.ConclusionThe structured design of the STC, with a focus on goal direction, relationships, and supporting services, significantly improved educational outcomes in gynecology. By fostering active learning and delivering constructive feedback, STCs effectively enhance students’ clinical competencies and professional development. The study suggests that integrating STCs into traditional clinical education models could substantially optimize medical training.https://www.frontiersin.org/articles/10.3389/fmed.2024.1498393/fullsupervised teaching clinicmedical educationcompetence-based educationprofessional developmentself-efficacy |
| spellingShingle | Sangsang Ren Hong Zhan Asanga Fernando Asanga Fernando Xiangrong Xu Weiguo Lu From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education Frontiers in Medicine supervised teaching clinic medical education competence-based education professional development self-efficacy |
| title | From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education |
| title_full | From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education |
| title_fullStr | From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education |
| title_full_unstemmed | From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education |
| title_short | From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education |
| title_sort | from shadowing to active learning exploring the impact of supervised teaching clinics on gynecology education |
| topic | supervised teaching clinic medical education competence-based education professional development self-efficacy |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2024.1498393/full |
| work_keys_str_mv | AT sangsangren fromshadowingtoactivelearningexploringtheimpactofsupervisedteachingclinicsongynecologyeducation AT hongzhan fromshadowingtoactivelearningexploringtheimpactofsupervisedteachingclinicsongynecologyeducation AT asangafernando fromshadowingtoactivelearningexploringtheimpactofsupervisedteachingclinicsongynecologyeducation AT asangafernando fromshadowingtoactivelearningexploringtheimpactofsupervisedteachingclinicsongynecologyeducation AT xiangrongxu fromshadowingtoactivelearningexploringtheimpactofsupervisedteachingclinicsongynecologyeducation AT weiguolu fromshadowingtoactivelearningexploringtheimpactofsupervisedteachingclinicsongynecologyeducation |