The impact assessment was further subcategorised into the impact

The impact assessment was further subcategorised into the impact on students (target selleck compound population of CBE), and the impact on others involved in CBE programmes. Table 1 Domains in Rossi, Lipsey and Freeman’s approach to programme evaluation Figure 1 Flow chart of search strategy used in systematic review. Abstraction of data was performed independently by reviewers SL and NT. Themes were also independently drawn from data analysis of the impact assessments on students. Disagreements between the two reviewers were resolved by arriving at a consensus. Results Current provision of community-based teaching in UK medical schools We were able to obtain information from the medical school websites

about the provision of community-based teaching in all 32 undergraduate medical schools, and this is outlined in table 2 and summarised in table 3. All undergraduate medical schools provided

some form of community-based teaching or placement. There was, however, variation in the structure, duration and time in the course when community teaching was delivered (see tables 2 and ​and3).3). CBE mainly took the form of clinical placements, patient studies and optional modules. The duration of community-based teaching or placements varied from half day visits to various community settings (as undertaken in schools such as Hull York, Newcastle, Nottingham and St George’s) to a year-long module on primary care and population medicine (as undertaken in Brighton & Sussex). Analysis of the varying formats of CBE (with the exclusion of Norwich, due to the lack of

year-by-year curriculum details) revealed that most medical schools (a total of 31) provide early exposure to general practice or community teaching. Twenty-eight medical schools (90.3%) provide community teaching from the first year of undergraduate medical education. By the end of the second year of preclinical education, students of 29 medical schools (93.5%) would have received some form of community-based teaching. Table 2 An outline of community-based teaching in undergraduate medical courses within the UK Table 3 Summary of findings from online survey The most popular form of community-based teaching within medical schools was general practice placements with 83.9% (26 schools from a total of 31) providing general practice placements within the first 2 years Brefeldin_A of study. Patient studies were the least common form of placements. These were defined as projects where students visited patients within the community or at home. Only 38.7% (12 schools) provided this format of community education at some point in their courses. Fourteen (45.2%) medical schools provided regular exposure to community teaching in every year or phase of the course. With regards to optional modules offered to students, only three of the medical schools offered them—9.7%.

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