A narrative review of ambulatory care education in Canadian internal medicine

Background: The Canadian healthcare system faces increasing patient volumes and complexity amidst funding constraints. Ambulatory care offers a potential solution to some of these challenges. Despite growing emphasis on the provision of ambulatory care, there has been a relative paucity of ambulato...

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Autores principales:	Gillian Spiegle, Penny Yin, Sarah Wright, Stella Ng, Tara O'Brien, Farah Friesen, Michael Friesen, Rupal Shah
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/cdb73ae7ddd34f60abcbb73799ea5eb3
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spelling	oai:doaj.org-article:cdb73ae7ddd34f60abcbb73799ea5eb32021-12-01T22:38:21ZA narrative review of ambulatory care education in Canadian internal medicine10.36834/cmej.693331923-1202https://doaj.org/article/cdb73ae7ddd34f60abcbb73799ea5eb32020-11-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/69333https://doaj.org/toc/1923-1202 Background: The Canadian healthcare system faces increasing patient volumes and complexity amidst funding constraints. Ambulatory care offers a potential solution to some of these challenges. Despite growing emphasis on the provision of ambulatory care, there has been a relative paucity of ambulatory care training curricula within Canadian internal medicine residency programs. We conducted a narrative review to understand the current state of knowledge on postgraduate ambulatory care education (ACE), in order to frame a research agenda for Canadian Internal Medicine ACE. Methods: We searched OVID Medline, Embase, and PsycINFO for articles that included the concepts of ambulatory care and medical or health professions education from 2005-2015. After sorting for inclusion/exclusion, we analyzed 30 articles, looking for dominant claims about ACE in Internal Medicine literature. Results: We found three claims. First, ACE is considered to be a necessary component of medical training because of its distinction from inpatient learning environments. Second, current models of ambulatory care clinics do not meet residency education needs. Third, ACE presents opportunities to develop non-medical expert roles. Conclusions: The findings of our narrative review highlight a need for additional research regarding ACE in Canada to inform optimal ambulatory internal medicine training structures and alignment of educational and societal needs. Gillian SpieglePenny YinSarah WrightStella NgTara O'BrienFarah FriesenMichael FriesenRupal ShahCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 6 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Gillian Spiegle Penny Yin Sarah Wright Stella Ng Tara O'Brien Farah Friesen Michael Friesen Rupal Shah A narrative review of ambulatory care education in Canadian internal medicine
description	Background: The Canadian healthcare system faces increasing patient volumes and complexity amidst funding constraints. Ambulatory care offers a potential solution to some of these challenges. Despite growing emphasis on the provision of ambulatory care, there has been a relative paucity of ambulatory care training curricula within Canadian internal medicine residency programs. We conducted a narrative review to understand the current state of knowledge on postgraduate ambulatory care education (ACE), in order to frame a research agenda for Canadian Internal Medicine ACE. Methods: We searched OVID Medline, Embase, and PsycINFO for articles that included the concepts of ambulatory care and medical or health professions education from 2005-2015. After sorting for inclusion/exclusion, we analyzed 30 articles, looking for dominant claims about ACE in Internal Medicine literature. Results: We found three claims. First, ACE is considered to be a necessary component of medical training because of its distinction from inpatient learning environments. Second, current models of ambulatory care clinics do not meet residency education needs. Third, ACE presents opportunities to develop non-medical expert roles. Conclusions: The findings of our narrative review highlight a need for additional research regarding ACE in Canada to inform optimal ambulatory internal medicine training structures and alignment of educational and societal needs.
format	article
author	Gillian Spiegle Penny Yin Sarah Wright Stella Ng Tara O'Brien Farah Friesen Michael Friesen Rupal Shah
author_facet	Gillian Spiegle Penny Yin Sarah Wright Stella Ng Tara O'Brien Farah Friesen Michael Friesen Rupal Shah
author_sort	Gillian Spiegle
title	A narrative review of ambulatory care education in Canadian internal medicine
title_short	A narrative review of ambulatory care education in Canadian internal medicine
title_full	A narrative review of ambulatory care education in Canadian internal medicine
title_fullStr	A narrative review of ambulatory care education in Canadian internal medicine
title_full_unstemmed	A narrative review of ambulatory care education in Canadian internal medicine
title_sort	narrative review of ambulatory care education in canadian internal medicine
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/cdb73ae7ddd34f60abcbb73799ea5eb3
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A narrative review of ambulatory care education in Canadian internal medicine

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