The study involved thirty-three health professionals from six different sites. Each site contributed either five or six professionals, with three sites having six participants and three others having five.
These participants formed a diverse team, including both clinical (28 out of 33) and non-clinical professionals (5 out of 33).
Through careful analysis, researchers identified nine key themes regarding the effects of WSU’s ILCC (Integrated Learning Clinical Center) on health professionals’ workloads. Overall, the impact on workload was seen as balanced, with both positive and negative aspects. However, the positive impacts on service delivery were noted to outweigh the negatives.
Most participants believed that WSU’s ILCC had a generally positive effect on their workload, specifically in rural district hospitals. The presence of students was seen as beneficial, as they helped ease the workload for clinicians. Yet, there were also concerns that having students around could add to the workload.
Many health professionals expressed how students helped reduce their workload. Students actively participated in various patient care activities, which included independent consulting, managing patients, and performing medical procedures. This involvement was crucial, especially during busy times.
Students served as valuable extra hands. They helped with crucial tasks such as triaging patients, taking medical histories, and beginning treatment. This added support helped decrease waiting times and made the workflow smoother.
One participant remarked, “Students provide extra hands where we have a chronic shortage of doctors. They consult patients independently and play essential roles in managing wards.” This sentiment was echoed by others who noted that students often arrived early and took initiative in patient care.
In addition to assisting with patient management, students also took on time-consuming procedures like inserting intravenous lines, performing catheterizations, and dressing wounds. Participants agreed that the students’ efforts significantly alleviated the workload for healthcare professionals.
However, some clinicians shared challenges they faced while teaching these students. In the early weeks of their rotation, the time needed for instruction could slow down patient care. But most pointed out that after this initial adjustment, students became valuable team members, making up for the extra time spent teaching.
Despite some strains, the overall effect of WSU’s ILCC on service quality was largely positive. The majority of health professionals felt that students enhanced the quality of care delivered. They contributed to improvement projects, community outreach, and brought fresh ideas that enriched patient care.
Notably, they initiated quality improvement projects, which led to sustained practices that benefitted both patients and the healthcare system. One participant shared, “Students identified gaps and devised actionable plans, which resulted not just in proposals but tangible improvements.”
Additionally, students promoted health education, educating patients on healthy living and best practices. They also took part in in-service training for nurses, further bridging gaps in care and knowledge.
As a result of the students’ presence, patients enjoyed a better experience overall. Many reported that students were attentive and compassionate, which seemed to enhance patient satisfaction. Participants noted a general appreciation for the thoroughness with which students approached patient care.
However, it wasn’t all positive. Some participants pointed out that during the early phases of the students’ rotations, services could feel slower due to the teaching process. In maternity wards, there was also a noted lack of trust towards students from some patients, who preferred to be seen by qualified doctors instead.
In summary, while engaging students in clinical environments presents some challenges, the benefits they bring to service delivery and patient care often outweigh these hurdles. With collaboration, students and health professionals can work together to improve healthcare quality and patient experiences.
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Integrated longitudinal community clerkship,Medical education,District hospital,Rural hospital,Medical students,Medical Education,Theory of Medicine/Bioethics
