Using the Ambulatory Care Teaching Centre to develop opportunities for integrated learning

An Ambulatory Care Teaching Centre (ACTC) has provided an opportunity to de velop an integrated teaching programme in a supervised environment which li nks students' initial clinical experiences in the skills centre with patien t-contact in other teaching settings. Second-year students attended 2-h ses sions in the ACTC during each block of a systems-based course. Two 'system- sensitive' patients invited from a patient bank enabled students to develop clinical skills previously practised on mannequins and simulated patients and to integrate theoretical material with clinical practice. A programme c o-ordinator timetabled student, patient and tutor attendances. Students par ticularly appreciated the protected environment where they could practice c linical skills under supervision before interviewing other patients in pati ent-centred clinical settings. Tutors appreciated an environment which elim inated tensions often present between teaching and service delivery. They e njoyed focussed teaching sessions especially if details of invited patients were known in advance and 'backup' resources were available. Patients enjo yed opportunities to contribute to clinical teaching.