Increasing Medical Students Clinical Training Capacity Through the Establishment of Dedicated, Academic Out-patients’ Clinics. The Case of NAC—Neurology Academic Clinic in a Tertiary Medical Center
Objectives A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines....
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-05-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205251335134 |
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| Summary: | Objectives A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training. Methods The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC—Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours. Results Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients’ waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become “full timers” on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations. Conclusion The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry. |
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| ISSN: | 2382-1205 |