Twelve tips for distributed health professions training

References

• Baker PG, Dalton L, Walker J. 2003. Rural general practitioner preceptors – how can effective undergraduate teaching be supported or improved? Rural Remote Health. 3:107.
   PubMedGoogle Scholar
• Blitz J, Bezuidenhout J, Conradie H, De Villiers M, Van Schalkwyk S. 2014. 'I felt colonised': emerging clinical teachers on a new rural teaching platform. Rural Remote Health. 14:2511.
   PubMed Web of Science ®Google Scholar
• Blitz J, De Villiers M, Van Schalkwyk S. 2018. Implications for faculty development for emerging clinical teachers at distributed sites: a qualitative interpretivist study. Rural Remote Health. 18:4482.
   PubMed Web of Science ®Google Scholar
• Campbell D, Walters L, Couper I, Greacen J. 2017. What are they thinking? Facilitating clinical reasoning through longitudinal patient exposure in rural practice. Rural Remote Health. 17:4162. doi:10.22605/rrh4162.
   PubMed Web of Science ®Google Scholar
• Colon-Gonzalez MC, El Rayess F, Guevara S, Anandarajah G. 2015. Successes, challenges and needs regarding rural health medical education in continental Central America: a literature review and narrative synthesis. Rural Remote Health. 15:3361.
   PubMed Web of Science ®Google Scholar
• Conradie H, Mash B. 2011. Integrating rural and remote health into the undergraduate medical curriculum: a rural education program for medical students at the Faculty of Health Sciences, Stellenbosch University, South Africa. Int J Child Health Human Develop. 4:49.
   Google Scholar
• Cotton P, Sharp D, Howe A, Starkey C, Hibble A, Laue B, Benson J. 2009. Developing a set of quality criteria for community-based medical education in the UK. Educ Prim Care. 20:143–151.
   PubMedGoogle Scholar
• Couper I, Worley P, Strasser R. 2011. Rural longitudinal integrated clerkships: lessons from two programs on different continents. Rural Remote Health. 11:1665.
   PubMed Web of Science ®Google Scholar
• Crampton PE, McLachlan JC, Illing JC. 2013. A systematic literature review of undergraduate clinical placements in underserved areas. Med Educ. 47:969–978. doi:10.1111/medu.12215.
   PubMed Web of Science ®Google Scholar
• Daly M, Perkins D, Kumar K, Roberts C, Moore M. 2013. What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians? Med Teach. 35:900–907. doi:10.3109/0142159X.2013.820274.
   PubMed Web of Science ®Google Scholar
• De Villiers M, Van Schalkwyk S, Blitz J, Couper I, Moodley K, Talib Z, Young T. 2017a. Decentralised training for medical students: a scoping review. BMC Med Educ. 17:196. doi:10.1186/s12909-017-1050-9.
   PubMed Web of Science ®Google Scholar
• De Villiers MR, Blitz J, Couper I, Kent A, Moodley K, Talib Z, Van Schalkwyk S, Young T. 2017b. Decentralised training for medical students: towards a South African consensus. Afr J Primary Health Care Family Med. 9:1–6.
   Web of Science ®Google Scholar
• De Villiers MR, Conradie H, Van Schalkwyk S. 2018. Teaching medical students in a new rural longitudinal clerkship: opportunities and constraints. Ann Global Health. 84:58–65. doi:https://doi.org/10.29024.aogh.17.
   PubMed Web of Science ®Google Scholar
• Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Fineberg H, Garcia P, Ke Y, Kelley P, et al. 2010. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet. 376:1923–1958. doi:10.1016/s0140-6736(10)61854-5.
   PubMed Web of Science ®Google Scholar
• Gaede B. 2018. Decentralised clinical training of health professionals will expand the training platform and enhance the competencies of graduates. S Afr Med J. 108:451–452.
   PubMed Web of Science ®Google Scholar
• Green-Thompson LP, McInerney P, Woollard B. 2017. The social accountability of doctors: a relationship based framework for understanding emergent community concepts of caring. BMC Health Serv Res. 17:269. doi:10.1186/s12913-017-2239-7.
   PubMed Web of Science ®Google Scholar
• Green L, Fryer G, Jr, Yawn B, Lanier D, Dovey S. 2001. The ecology of medical care revisited. N Engl J Med. 344:2021–2025.
   PubMed Web of Science ®Google Scholar
• Hanlon N, Ryser L, Crain J, Halseth G, Snadden D. 2010. Establishing a distributed campus: making sense of disruptions to a doctor community. Med Educ. 44:256–262.
   PubMed Web of Science ®Google Scholar
• Hays R. 2005. Establishing successful distributed clinical teaching. Aust J Rural Health. 13:366–367.
   PubMedGoogle Scholar
• Hughes BO, Moshabela M, Owen J, Gaede B. 2017. The relevance and role of homestays in medical education: a scoping study. Med Educ Online. 22:1320185. doi:10.1080/10872981.2017.1320185.
   PubMed Web of Science ®Google Scholar
• Mbalinda SN, Plover CM, Burnham G, Kaye D, Mwanika A, Oria H, Okullo I, Muhwezi W, Groves S. 2011. Assessing community perspectives of the community based education and service model at Makerere University, Uganda: a qualitative evaluation. BMC Int Health Hum Rights. 11: S6. doi:10.1186/1472-698x-11-s1-s6.
   PubMed Web of Science ®Google Scholar
• Miller WL, Cohen-Katz J. 2010. Creating collaborative learning environments for transforming primary care practices now. Fam Syst Health. 28:334–347. doi:10.1037/a0022001.
   PubMed Web of Science ®Google Scholar
• Mlambo M, Dreyer A, Dube R, Mapukata N, Couper I, Cooke R. 2018. Transformation of medical education through decentralised training platforms: a scoping review. Rural Remote Health. 18:4337.
   PubMed Web of Science ®Google Scholar
• Neri EM, Ballman MR, Lu H, Greenlund KJ, Grunbaum JA. 2014. Academic-health department collaborative relationships are reciprocal and strengthen public health practice: results from a Study of Academic Research Centers. J Public Health Manag Pract. 20:342–348. doi:10.1097/PHH.0b013e3182a152c6.
   PubMed Web of Science ®Google Scholar
• Page S, Birden H. 2008. Twelve tips on rural medical placements: what has worked to make them successful. Med Teach. 30:592–596.
   PubMed Web of Science ®Google Scholar
• Peters H, Zdravkovic M, João Costa M, Celenza A, Ghias K, Klamen D, Mossop L, Rieder M, Devi Nadarajah V, Wangsaturaka D, et al. 2018. Twelve tips for enhancing student engagement. Med Teach. 22:1–6. doi:10.1080/0142159x.2018.1459530.
   Web of Science ®Google Scholar
• Prideaux D, Worley P, Bligh J. 2007. Symbiosis: a new model for clinical education. Clin Teacher. 4:209–212. doi:10.1111/j.1743-498X.2007.00188.x.
   Google Scholar
• Schmidt NA, Brown JM. 2016. Service learning in undergraduate nursing education: strategies to facilitate meaningful reflection. J Prof Nursing. 32:100–106.
   PubMed Web of Science ®Google Scholar
• Stewart T, Wubbena Z. 2014. An overview of infusing service-learning in medical education. Int J Med Educ. 5:147–156.
   PubMedGoogle Scholar
• Strasser R, Neusy AJ. 2010. Context counts: training health workers in and for rural and remote areas. Bull World Health Organ. 88:777–782. doi:10.2471/BLT.09.072462.
   PubMed Web of Science ®Google Scholar
• Talib Z, van Schalkwyk S, Couper I, Pattanaik S, Turay K, Sagay AS, Baingana R, Baird S, Gaede B, Iputo J, et al. 2017. Medical education in decentralized settings: how medical students contribute to health care in 10 Sub-Saharan African countries. Acad Med. 92:1723–1732.
   PubMed Web of Science ®Google Scholar
• Topps M, Strasser R. 2010. When a community hospital becomes an academic health centre. Can J Rural Med. 15:19.
   PubMedGoogle Scholar
• Van Deventer C, Sondzaba N. 2012. The impact of brief quality improvement (QI) projects by medical students in primary care in Gauteng or the North West Province, South Africa. J Primary Health Care Family Med. 4:1–6. doi:10.4102/phcfm.v4i1.383
   Google Scholar
• Van Schalkwyk S, Bezuidenhout J, Conradie H, Fish T, Kok N, Van Heerden B, De Villiers M. 2014. 'Going rural': driving change through a rural medical education innovation. Rural Remote Health. 14:2493.
   PubMed Web of Science ®Google Scholar
• Van Schalkwyk SC, Bezuidenhout J, De Villiers MR. 2015. Understanding rural clinical learning spaces: being and becoming a doctor. Med Teach. 37:589–594.
   PubMed Web of Science ®Google Scholar
• Walters LP, Worley P, Prideaux D, Rolfe H, Keaney C. 2005. The impact of medical students on rural general practitioner preceptors. Education for Health. 18(3):338–355.
   PubMedGoogle Scholar
• Wilson NW, Couper I, De Vries E, Reid S, Fish T, Marais BJ. 2009. A critical review of interventions to redress the inequitable distribution of healthcare professionals to rural and remote areas. Rural Remote Health. 9:1060.
   PubMed Web of Science ®Google Scholar
• Worley P, Couper I, Strasser R, Graves L, Cummings B-A, Woodman R, Stagg P, Hirsh D. 2016. A typology of longitudinal integrated clerkships. Med Educ. 50:922–932.
   PubMed Web of Science ®Google Scholar
• Worley P, Murray R. 2011. Social accountability in medical education - an Australian rural and remote perspective. Med Teach. 33:654–658. doi:10.3109/0142159X.2011.590254.
   PubMed Web of Science ®Google Scholar
• Worley P, Prideaux D, Strasser R, Magarey A, March R. 2006. Empirical evidence for symbiotic medical education: a comparative analysis of community and tertiary-based programmes. Med Educ. 40:109–116.
   PubMed Web of Science ®Google Scholar