Community-Based Hospital Rotations in Training Health Care Professionals
Community based hospital rotation is the placement of health care professionals on training in community health care facilities located in the rural or urban undeserved areas [1]. Hospital rotation in this context is clinical placement or clinical training in rural health facilities or urban underserved areas.
Community-Based Hospital Rotation
There is a growing trend toward providing care in smaller community-based clinics instead of academic hospitals [2, 3]. The preparation of students in all healthcare disciplines relies heavily on clinical training.
Students need the experience of direct interactions with the individuals, families, groups, and populations that they will be caring for when they enter professional practice and Community- Based hospital rotation provides such an environment [4].
The traditional site of clinical training for students in many health professions has been the teaching hospital, often affiliated with a university or other academic centre. However, large academic medical centers represent only a small percent of all hospitals [5]. To address workforce shortages, shortages of clinical training sites and community needs, the provision of health care is shifting away from expensive and centralized hospitals to encompass more lower-cost, community-based settings.
Opinion
Current Challenges in Clinical Training
The number of health professions students admitted to educational programs is increasing and a shortage of clinical training sites is affecting schools across health disciplines [6]. Recent surveys have indicated that schools of medicine, schools of nursing are all reporting concerns about the insufficient number of sites and preceptors is limiting their ability to accept qualified applicants or sustain the program’s growth [7]. Challenge in today’s health-care environment is providing health professional students ample opportunities in the limited traditional hospital settings to develop the critical thinking and practical application skills necessary to meet their required learning outcomes [8].
Importance of Clinical Training in Community- Based Settings
Community- Based hospital rotation exposes medical students to the unique healthcare needs of rural and underserved populations and prepares them to serve these communities after graduation [9]. Community based setting is increasingly vital to student development since it affords students the opportunity to apply what they have learned in the classroom to real-world situations to gain a better understanding about the effect of physical and social environments on the health of both patients and communities [10].
Research shows that training in rural and underserved areas leads to practice in those areas. Students can develop systematic approaches for assessing health problems, learn health promotion techniques, and understand community resources and interventions to address community health problems [11].
References
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Mudarikwa RS, McDonnell JA, Whyte S, Villanueva E, Hill RA, et al. (2010) Community Based Practice Program in a Rural Medical School Benefits and Challenges. Med Teach 32(12): 990-996.
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Yahata S, Takeshima T, Kenzaka T, Okayama M (2020) Long-Term Impact of undergraduate Community Based Clinical Training on Community Healthcare Practice in Japan: A Cross-Sectional Study. BMC Medical Education 20(1): 337.
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Christner JG, Dallaghan GB, Briscoe G, Casey P, Fincher RM, et al. (2016) The Community Preceptor Crisis: Recruiting and Retaining Community-Based Faculty to Teach Medical Students-A Shared Perspective From the Alliance for Clinical Education. Teach Learn Med 28(3): 329-336.
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Amalba A, Abantanga FA, Scherbier AJJA, Mook WV (2019) The Role of Community-Based Education and Service (COBES) in Undergraduate Medical Education in Reducing the Mal-Distribution of Medical Doctors in Rural Areas in Africa: A Systematic Review. Health Professions Education 6(1): 9-18.
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Congress U (2018) Enhancing Community-Based Clinical Training Sites: Challenges and Opportunities.
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George PP, Papachristou N, Belisario JM, Wang W, Wark PA, et al. (2014) Online eLearning for undergraduates in Health professions: A Systematic Review of the Impact on Knowledge, Skills Attitudes and Satisfaction. J Glob Health 4(1): 010406.
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Broadbent M, Moxham L, Sander T, Walker S, Dwyer T (2014) Supporting Bachelor of Nursing Students within the Clinical Environment Perspectives of Preceptors. Nurse Educ Pract 14(4): 403-409.
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Franzese J, Pecinka K, Schwenk J (2020) Alternative Clinical Experience Through Academic Service-Learning Develops Into a Partnership for Mental Health Rotation. Teaching and Learning in Nursing 15(1): 77-81.
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Eidson-Ton WS, Rainwater J, Hilty D, Henderson S, Hancock C, et al. (2016) Training Medical Students for Rural underserved Areas a Rural Medical Education Program in California. J Health Care Poor Underserved 27(4): 1674-1688.
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Guilbault RWR, Vinson JA (2017) Clinical Medical Education in Rural and underserved Areas and Eventual Practice Outcomes: A Systematic Review and Meta- Analysis. Educ Health (Abingdon) 30(2): 146-155.
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Taylor MR, Carr SE, Baynes L, Kujan O (2024) Student and Clinical Supervisor Perceptions of Community-Based Dental Educational Experiences: A Scoping Review. J Dent Educ 88(6): 798-814.
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