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• W1961721710 abstract "Medical EducationVolume 45, Issue 7 p. 660-662 commentaries Teaching in general practice: considering conceptual lenses Lucie Walters, Lucie Walters Flinders University Rural Clinical School, Faculty of Health Sciences, Flinders University, Mount Gambier, South Australia, AustraliaSearch for more papers by this authorDavid Hirsh, David Hirsh Department of Medicine, Harvard Medical School Cambridge Health Alliance, Cambridge, Massachusetts, USASearch for more papers by this author Lucie Walters, Lucie Walters Flinders University Rural Clinical School, Faculty of Health Sciences, Flinders University, Mount Gambier, South Australia, AustraliaSearch for more papers by this authorDavid Hirsh, David Hirsh Department of Medicine, Harvard Medical School Cambridge Health Alliance, Cambridge, Massachusetts, USASearch for more papers by this author First published: 07 June 2011 https://doi.org/10.1111/j.1365-2923.2011.04008.xCitations: 4 Dr Lucie Walters, Flinders University Rural Clinical School, Faculty of Health Sciences, Flinders University, Box 3570, Mount Gambier, South Australia 5290, Australia. Tel: 00 61 8 8726 3999; Fax: 00 61 8 8723 6301; E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References 1 Worley P, Silagy C, Prideaux D, Newble D, Jones A. The parallel rural community curriculum: an integrated clinical curriculum based in rural general practice. Med Educ 2000; 34: 558–65. 2 Halaas GW. The rural physician associate programme: successful outcomes in primary care and rural practice. Rural Remote Health 2005. http://www.rrh.org.au/publishedarticles_print_453.pdf. [Accessed 14 February 2011.] 3 Hansen LA, Talley RC. South Dakota’s third-year programme of integrated clerkships in ambulatory-care settings. Acad Med 1992; 67: 817–9. 4 Schauer RW, Schieve D. Performance of medical students in a non-traditional rural clinical programme, 1998–99 through 2003–04. Acad Med 2006; 81: 603–7. 5 Strasser R, Neusy A. Context counts: training health workers in and for rural and remote areas. Bull World Health Organ. 2010; 88: 777–82. 6 Ogur B, Hirsh D, Krupat E, Bor D. The Harvard Medical School–Cambridge integrated clerkship: an innovative model of clinical education. Acad Med 2007; 82: 397–404. 7 Walters L, Worley P, Prideaux D, Rolfe H, Keaney C. The impact of medical students on rural general practitioner preceptors. Rural Remote Health 2005. http://www.rrh.org.au/publishedarticles/article_print_403.pdf [Accessed 17 January 2011.] 8 Sturman N, Régo P, Dick M-L. Rewards, costs and challenges: the general practitioner’s experience of teaching medical students. Med Educ 2011; 45: 722–30. 9 Rhydderch M, Elwyn G, Marshall M, Grol R. Organisational change theory and the use of indicators in general practice. Qual Health Care 2003; 13: 213–7. 10 Bleakley A. Broadening conceptions of learning in medical education: the message from teamworking. Med Educ 2006; 40: 150–7. 11 Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. New York, NY: Cambridge University Press 2007; 27–42. 12 Hirsh D, Ogur B, Thibault G, Cox M. New models of clinical clerkships: ‘continuity’ as an organising principle for clinical education reform. N Engl J Med 2007; 356: 858–66. 13 Mason M. What is complexity theory and what are its implications for educational change? Educ Philos Theor 2008; 40: 35–49. 14 Prideaux D, Worley P, Bligh J. Symbiosis: a new model for clinical education. Clin Teach 2007; 4: 209–12. 15 Ogur B, Hirsh D. Learning through longitudinal patient care – narratives from the Harvard Medical School–Cambridge Integrated Clerkship. Acad Med 2009; 84: 844–50. 16 Ash J. Understanding clinical teaching in times of change. Clin Teach 2009; 6: 177–80. 17 Walters L, Prideaux D, Worley P, Greenhill J. Demonstrating the value of longitudinal integrated placements to general practice preceptors. Med Educ 2011; 45: 455–63. 18 Campbell D. ‘Degrees of freedom’ and the case study. In: TD Cook, CS Reichardt, eds. Qualitative and Quantitative Methods in Evaluation Research. Beverley Hills, CA: Sage Publications 1975; 131–35. Citing Literature Volume45, Issue7July 2011Pages 660-662 ReferencesRelatedInformation" @default.
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