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Journal of Medical Education

Abstract

Problem statement: Traditional medical education often emphasizes technical skills while under-addressing non-technical competencies such as patient-centered care, interprofessional collaboration, and systems-based practice. Innovative approaches like experiential learning provide a valuable platform to bridge this gap, fostering deeper understanding, critical thinking, and actionable insights for medical students into these essential aspects of modern healthcare. Methods: The course utilized a hospital-based experiential learning infrastructure for fifth-year medical students, incorporating guided tours to teach patient-centered care, interprofessional collaboration, and the role of technology in healthcare. Data for the perceived impact of teaching were collected through reflection reports and pre- and post-class questionnaires, with qualitative and quantitative analyses conducted. Results: The course significantly improved students' familiarity with key concepts, with median values increasing across all objectives in both graded responses and numerical ratings (p < 0.001). Reflection reports revealed high percentages of students mentioning patient journey (91.55%), roles of medical departments (83.10%), interprofessional collaboration (59.15%), and high-tech patient-centered care (94.37%). Additionally, students expressed that the experience was helpful for future practice (60.56%) and likely to influence their behavior and attitudes (61.97%). Conclusions: This study demonstrates that experiential learning through a hospital-based tour effectively enhances medical students' non-technical skills, particularly in patient-centered care, interprofessional collaboration, and the integration of technology, offering a valuable framework for future medical education curricula.

First Page

237

Last Page

247

DOI

10.6145/jme.202412_28(4).0005

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