Clinical exposure of interns during a general practice placement.

Background: For more than a decade, junior doctors have undertaken general practice rotations; however, little is known about the breadth of medical conditions seen. This study aims to determine the breadth of clinical presentations encountered by interns during a rotation.

Methods: Data were collected on all patients seen by interns at an RA-2 general practice during 2012-13.

General practice placements for pre-registration junior doctors: adding value to intern education and training.

Objective: To examine pre-registration junior doctors' perceptions of the value of a general practice term in their training program.

Design, Setting And Participants: Semi-structured interviews, in five teaching hospitals in South Australia in 2005, with 20 pre-registration junior doctors (interns) who had completed a general practice term and at least one core term of intern training.

Main Outcome Measure: Comparisons between general practice and teaching hospital core training terms with respect to the domains of junior doctor education.

Comparison of three simulation-based training methods for management of medical emergencies.

Trainee medical officers (TMOs) participated in a study comparing three methods of simulation-based training to treat medical emergencies occurring in a hospital setting. The methods were: All groups had the same total teaching time. Participants (n=61) had an initial (pre-training) assessment by written tests, self assessment and simulations of medical emergencies ('VT' and 'HYPOglycaemia').

Vertical integration of medical education: Riverland experience, South Australia.

Introduction: Vertical integration of medical education is currently a prominent international topic, resulting from recent strategic initiatives to improve medical education and service delivery in areas of poorly met medical need. In this article, vertical integration of medical education is defined as 'a grouping of curricular content and delivery mechanisms, traversing the traditional boundaries of undergraduate, postgraduate and continuing medical education, with the intent of enhancing the transfer of knowledge and skills between those involved in the learning-teaching process'.

Methods: Educators closely involved with vertically integrated teaching in the Riverland of South Australia present an analytical description of the educational dynamics of this system.

Parallel Rural Community Curriculum: is it a transferable model?

Background: The chronic shortage of doctors in rural Australia has been well documented. Enabling medical students to undertake positive rural experiences during their undergraduate course is a well-supported long-term strategy to provide a sustainable solution to this problem. The Parallel Rural Community Curriculum (PRCC) was developed by Flinders University, South Australia, in 1997 to enable senior medical students to undertake an entire clinical year based in rural general practice in the Riverland region of South Australia.