theory to practice (including clinical (range 5-38) preclinical [phase Contact with skills training) and and some real patients [focus group] two years clinical tutorials in the Knowledge clerkships; clinical phase Practical skills Learning Dornan and Bundy UK To provide a Three medical semi-structured Purposeful sampling The rationale for Without early clinical (2004)[27] rationale for schools in the UK group interviews; of 33 students from early experience experiences, the integrating staff and students various years and 31 would be to ease the curriculum was experience into early attended separate staff representing transition; make socially isolating and medical education sessions; grounded various curriculum students more divorced from clinical theory analysis0 aspects confident to practice (“early experience”) approach patients; [grounded theory motivate them; analysis of increase their group awareness of interviews] themselves and others; contextualize their theoretical knowledge; teach intellectual skills; strengthen learning of behavioural and
theory to practice [focus group] (including clinical skills training) and two years clinical clerkships; (range 5-38) Contact with real patients Knowledge Practical skills Learning preclinical [phase and some tutorials in the clinical phase Dornan and Bundy (2004)[27] UK To provide a rationale for integrating experience into early medical education (“early experience”) [grounded theory analysis of group interviews] Three medical schools in the UK semi-structured group interviews; staff and students attended separate sessions; grounded theory analysis0 Purposeful sampling of 33 students from various years and 31 staff representing various curriculum aspects The rationale for early experience would be to ease the transition; make students more confident to approach patients; motivate them; increase their awareness of themselves and others; contextualize their theoretical knowledge; teach intellectual skills; strengthen learning of behavioural and Without early clinical experiences, the curriculum was socially isolating and divorced from clinical practice
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