Abstract
The student assistantship, during which medical students act as assistants to junior doctors, is currently being integrated into all UK medical school curricula. However, there is a dearth of evidence to guide design and implementation, particularly in relation to the priorities for student learning. This study aimed to explore the specific learning opportunities within an assistantship that are perceived as important by foundation year-1 doctors (FY1s) and their educational supervisors.
Original language | English |
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Pages (from-to) | 210-5 |
Number of pages | 6 |
Journal | Clinical Teacher |
Volume | 9 |
Issue number | 4 |
DOIs | |
Publication status | Published - 2012 |