SOCIAL PORTRAIT OF A MODERN RURAL DOCTOR – REALITIES AND PROSPECTS

The extremely low number of orthopedic care centers, given the enormous distances in our country, the poor transportation, and the lack of culture of the population, leads to the fact that our orthopedic institutions deal almost exclusively with neglected cases of deformities in general and congenital clubfoot in particular. In addition, if we take into consideration that the bed capacity of our orthopedic institutions is comparatively very small, and the number of orthopedic patients is enormous, and moreover each such patient requires long-term medical supervision, it becomes absolutely clear that orthopedic care should be taken outside of special institutions, bring it closer to the masses and include orthopedic methods of treatment in the practice of a rural doctor, who can start treatment of congenital deformities from the very first days of birth, with the help of a doctor who has the opportunity to provide treatment to children. This article is prompted by these very motives, in which I try to present, in a concise form, those of the modern methods of treating clubfoot which can be carried out in the conditions of a rural hospital.

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Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s22214 ◽

2015 ◽

Vol 2 ◽

pp. JMECD.S22214 ◽

Cited By ~ 2

Author(s):

Moira A.L. Maley ◽

Helen M. Wright ◽

Sarah J. Moore ◽

Kirsten A. Auret

Keyword(s):

Learning Environment ◽

Traditional Learning ◽

Medical Workforce ◽

Remote Communities ◽

Organizational Governance ◽

Education Management ◽

Rural Doctor ◽

One Year ◽

Strategies For Change ◽

Change Response

Students in the Rural Clinical School of Western Australia (RCSWA) spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO) theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.

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