The Impact of Community-Based Undergraduate Medical Education on the Regional Physician Workforce

1992 ◽

Vol 5 (1) ◽

pp. 17-31

Author(s):

Antonio C. M. Carvalho

Keyword(s):

Health Care ◽

Medical Education ◽

Primary Health Care ◽

Undergraduate Medical Education ◽

Poor Quality ◽

Sources Of Information ◽

Community Based ◽

Community Based Education ◽

Primary Health ◽

The Impact

I discuss aspects of undergraduate medical education related to primary health care and analyse innovative programmes, with emphasis on problem-based methods and community-based education. Assessing the impact of these programmes shows problem-based learning is an interesting didactic exercise but not a necessary or sufficient condition for the adequacy of programmes to the Health for All (HFA) policy. Community-based education is pressed by several obstacles inside and outside educational institutions that put at risk its effectiveness as a real agent of change. Amongst these obstacles are political difficulties in building linkages amongst teaching institutions, services, and community; logistical problems in facilitating faculty and student work in the community; reactions from faculties; poor research opportunities in primary health care; pressures for more socially, professionally, and economically rewarding careers; biases in training the present generation of teachers; attempts to fulfil the social, behavioural, epidemiological, and preventive knowledge requirements for medical education by adding to an already overloaded information base; and shortage of relevant and significant sources of information for the medical students. Building corporations representing ‘innovative’ programmes, on one side, and ‘conservative’, ‘traditional’ ones, on the other, is not helpful and probably false. Each Programme should be assessed in its strength and weaknesses in the light of political decisions committed to change in unequal, poor-quality health systems.

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Redesigning the Learning Assessment Tools for Community-Based Training Program in the Undergraduate Medical Education at a University in Ethiopia

American Journal of Health Research ◽

10.11648/j.ajhr.20180604.18 ◽

2018 ◽

Vol 6 (4) ◽

pp. 103

Author(s):

Shewatatek Gedamu

Keyword(s):

Medical Education ◽

Training Program ◽

Undergraduate Medical Education ◽

Assessment Tools ◽

Learning Assessment ◽

Community Based

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Effect of Residents-as-Teachers in Rural Community-Based Medical Education on the Learning of Medical Students and Residents: A Thematic Analysis

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182312410 ◽

2021 ◽

Vol 18 (23) ◽

pp. 12410

Author(s):

Nozomi Nishikura ◽

Ryuichi Ohta ◽

Chiaki Sano

Keyword(s):

Medical Education ◽

Medical Students ◽

Family Medicine ◽

Rural Community ◽

Community Hospital ◽

Community Based ◽

Approach To Teaching ◽

Medical Teams ◽

The Impact ◽

Residents As Teachers

Residents-as-teachers (RaT) is a theoretical framework emphasizing the significance of the similar learning background of teachers and learners. In Japan, community-based medical education (CBME) is a practical approach to teaching family medicine. This study aimed to investigate the impact and challenges of RaT on the learning of medical students and residents in CBME at a rural community hospital in Japan. Over the course of a year, the researchers conducted one-on-one interviews with three residents and ten medical students participating in family medicine training at the hospital. The interviews were recorded and transcribed verbatim. Grounded theory was used in the data analysis to clarify the findings. Three key themes emerged from the research: lack of educational experience with RaT, effectiveness of RaT, and challenges of RaT. Although participants were prejudiced against RaT, they felt its implementation could facilitate the establishment of beneficial relationships between learners and teachers. They were also able to participate in medical teams effectively. The findings suggest that the increased participation of senior doctors in RaT could strengthen its learning effects. RaT in rural CBME should be applied in various contexts, and its effectiveness should be further investigated both qualitatively and quantitatively.

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Patient-centred medicine through student-centred teaching: a student perspective on the key impacts of community- based learning in undergraduate medical education

Medical Education ◽

10.1046/j.1365-2923.2001.00925.x ◽

2001 ◽

Vol 35 (7) ◽

pp. 666-672 ◽

Cited By ~ 49

Author(s):

A Howe

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Student Perspective ◽

Community Based ◽

Community Based Learning

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More than Just Soup: Use of a Student-Led COVID-19 Social Pediatrics Initiative to Propose the Integration of Social Medicine Electives in Undergraduate Medical Education

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520973210 ◽

2020 ◽

Vol 7 ◽

pp. 238212052097321

Author(s):

Jennifer Daccache ◽

Michel Khoury ◽

Charlene Habibi ◽

Susan Bennett

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Intervention Group ◽

Social Medicine ◽

Learning Objectives ◽

Control Group ◽

Social Pediatrics ◽

The Social ◽

Innovative Solution ◽

The Impact

Introduction: The need to educate medical students on the social forces shaping disease and health patterns is paramount in preparing incoming physicians with the aptitudes to address health inequities. Despite its well-documented merit as a model of practice, social medicine remains underrepresented at the undergraduate medical education level. We hypothesize that the success of this student-led COVID-19 initiative proposes a tangible and innovative solution to address the lack of social medicine exposure in undergraduate medical education. Methodology: We sought to evaluate the impact of sustaining clinical learning during the pandemic using the social pediatrics model as a didactic vector for clerkship students. We extracted learning objectives relevant to the teaching of social medicine from the Royal College of Physicians and Surgeons of Canada’s CanMEDS framework and developed a survey aimed at evaluating the attainability of each of those objectives. The survey was distributed to students enrolled in the social pediatrics COVID-19 initiative after 6 weeks (April-May), as well as a control group. Results: Completing the survey were 19 students from the University of Ottawa Faculty of Medicine, 7 in the intervention group and 12 in the control group. Students that participated in the social pediatrics initiative yielded significantly higher values for the achievement of 6 out of 9 social medicine learning objectives when compared to the control group. Although the values followed a similar trend for the remaining 3 objectives, favoring the intervention group, they were not statistically significant. Conclusion: The positive results from this study and the COVID-19 student-led initiative template can serve as a catalyst for curricular change so as to ensure graduates are adequately trained to contend with the realities of the social landscape in which they will practice. Future plans include the incorporation of interactive social medicine experiences throughout all 4 years of medical school.

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Influence of undergraduate medical education exposure to cadaveric dissection on choice of surgical specialty: a national survey of Canadian surgical residents

Canadian Journal of Surgery ◽

10.1503/cjs.018019 ◽

2021 ◽

Vol 64 (2) ◽

Author(s):

Tyler McKechnie ◽

Jeremy E. Springer ◽

Aristithes G. Doumouras ◽

Travis Schroeder ◽

Cagla Eskicioglu ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Likert Scale ◽

Training Methods ◽

Cross Sectional Survey ◽

Surgical Specialty ◽

Cadaveric Dissection ◽

Surgical Residents ◽

First Choice ◽

The Impact

Background: The number of Canadian Residency Matching Service (CaRMS) applicants ranking surgical specialties as their first choice has declined over the past 20 years; concurrently, there has been a reduction in the number of hours spent teaching undergraduate medical education (UGME) anatomy, particularly with cadaveric dissection. The aim of this study was to determine the factors that most influence selection of a surgical specialty, with specific focus on the impact of UGME anatomy training. Methods: A 36-item cross-sectional survey was designed by experts in medical education and distributed to all current surgical residents in Canada in October 2018. Responses were recorded on a 5-point Likert scale or by means of list ranking. We analyzed univariable outcomes with a t test for continuous outcomes and the χ2 test for dichotomous outcomes. Results: Of 1493 surgical residents, 228 responded to the survey (response rate 15.3%). Respondents reported experiences on core rotations and elective rotations, and access to a mentor as the most important factors in deciding to pursue a surgical residency. Anatomy training with or without cadaveric dissection was moderately influential in respondents’ first-choice CaRMS discipline (mean Likert scale score 2.97 [standard deviation (SD) 1.34] and 2.87 [SD 1.26], respectively). General surgery residents’ CaRMS applications were more likely to have been influenced by UGME anatomy training than the applications by residents in other surgical specialties (p < 0.001). The impact of UGME anatomy training did not vary between postgraduate years or between male and female residents. Conclusion: Canadian surgical residents’ decision to apply to a surgical specialty did not seem to be strongly influenced by their UGME anatomy training, with or without cadaveric dissection, but, rather, by factors such as clinical experience and surgical mentorship. Further evaluation of groups that were more positively affected by their UGME anatomy training is warranted.

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