Sarah M. Strahm, APNP, RN; Kimberly A. Frodl, MD; John Organick-Lee, MD; Erica L. Vogel, PA-C; Stephanie M. Raap, PA-C; Justin Chilson; Mark E. Deyo-Svendsen, MD; Donn D. Dexter, MD; Terri Nordin, MD
WMJ. 2022;121(4):310-312
ABSTRACT
Background: Family medicine clinical education poses logistic issues that we sought to address with the Student Education Team model.
Methods: The model combined team-based, patient-centered care with student experiences in a sustainable precepting model. Four learners successfully underwent precepting simultaneously. Schedulers booked patients in the team schedule, and the patients knew they would see a student and a faculty team member.
Results: The Student Education Team model increased the learner to preceptor ratio compared to traditional precepting models. Use of the team increased the number of learners completing rotations. The team schedule nearly eliminated patients refusing student involvement and enhanced throughput because patients saw the most readily available staff.
Discussion: The team offered clinicians and learners a model for incorporating learning into clinicians’ schedules.