scholarly journals The Contribution of Citizens to Community-Based Medical Education in Japan: A Systematic Review

Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano

Community-based medical education (CBME) offers vital support to healthcare professionals in aging societies, which need medical trainees who understand comprehensive care. In teaching comprehensive care practices, CBME can involve citizens from the relevant community. This research synthesizes the impact of the involvement of communities on the learning of medical trainees in CBME. We conducted a systematic review, in which we searched ten databases from April 1990 to August 2020 for original articles in Japan regarding CBME involving citizens and descriptively analyzed them. The Kirkpatrick model was used to categorize the outcomes. Our search for studies following the protocol returned 1240 results; 21 articles were included in this systematic review. Medical trainees reported satisfaction with the content, teaching processes, and teachers’ qualities. Medical trainees’ attitudes toward community and rural medicine improved; they were motivated to become family physicians and work in communities and remote areas. This review clarified that citizen involvement in CBME had an effective impact on medical trainees, positively affecting perceptions of this type of education, as well as improving trainees’ knowledge about and attitude toward community and rural medicine.

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 223
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano

Rural community-based medical education (CBME) enriches undergraduate and postgraduate students’ learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.


Author(s):  
Nozomi Nishikura ◽  
Ryuichi Ohta ◽  
Chiaki Sano

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.


2020 ◽  
Vol 26 (2) ◽  
pp. 146-166 ◽  
Author(s):  
Tina Flaherty ◽  
Christine Domegan ◽  
Sinead Duane ◽  
Dmitry Brychkov ◽  
Mihir Anand

Background: The adoption of systems thinking within social marketing is illustrated by the emerging literature relating to systems social marketing and macro-social marketing. Systems social marketing and macro-social marketing signal a shift from singular level behavior change toward a more holistic, multilevel change mode of operandi for complex and wicked problems. In recognition of this broadening perspective, Truong et al. took the first steps to describe the relationship between systems thinking and social marketing through a critical appraisal. However, their analysis stopped short of defining systems social marketing and macro-social marketing, examining how the concepts have been applied, and the impact this has on our change methodologies. Focus: This article is related to research and evaluation of the social marketing field. Research Question: This study aims to (a) examine the causality looseness surrounding the descriptions of systems social marketing and macro-social marketing, (b) conceptualize systems social marketing and macro-social marketing, and (c) develop a taxonomy for classifying and interpreting the systems-based social marketing–related literature. Methods: Following best practice protocols, a systematic review was conducted to identify systems social marketing and macro-social marketing literature and interventions published prior to March 2020. Five databases were searched using a combination of relevant search terms. Results: Sixteen thousand and forty-seven title and abstracts were screened, resulting in 45 articles being reviewed, 8 of which were interventions. Analysis of the findings indicated both systems social marketing and macro-social marketing use nonlinear causality and seeks to understand the structural and behavioral dynamics in a system to leverage change. Moreover, the findings suggest that systems social marketing focuses on evolutionary dynamics and a “whole system in the room” approach, pursuing top-down, bottom-up iterative processes with macro-social marketing pursuing institutional dynamics and “inside the system” top-down processes. Importance to Social Marketing Field: This article is one of the first efforts to examine the inner anatomy of systems social marketing and macro-social marketing for causality and definitional clarity. In drawing a distinction between the two orientations, social marketers can begin to understand in what contexts and settings these perspectives are most applicable. Recommendations: The taxonomy and search strategy can be adopted in other reviews as they offer a rich and diverse basis for further conceptual analysis of systems-based social marketing–related literature. Limitation: Community-based prevention marketing, community-based social marketing, and community-led assets-based social marketing articles were excluded from this review. Hence, further research could include these approaches and uncover their features, analogies, and differences versus systems social marketing and macro-social marketing.


1992 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Antonio C. M. Carvalho

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.


2021 ◽  
Vol 4 (Supplement_1) ◽  
pp. 65-66
Author(s):  
L Olayinka ◽  
G G Kaplan ◽  
L Reeb ◽  
R Panaccione ◽  
K Kroeker

Abstract Background The COVID-19 pandemic has accelerated the need for healthcare service reform in order to reduce the risk of transmission of SARS-CoV-2 infection between patients, healthcare providers and medical trainees. Gastroenterologists have been challenged to adopt to virtual consultations and accommodate medical trainees in their virtual clinics. Aims To assess the impact of virtual care on medical education during the COVID-19 pandemic Methods A REDCap survey was disseminated among gastroenterology providers via email. The subsection of the survey on medical education consisted of 4 questions pertaining to inclusion of trainees in virtual clinics, type of virtual clinic, observation method and an open-ended question for additional comments. Quantitative data was analyzed using IBM SPSS Statistics 27 and qualitative theme analysis was applied for short answer responses. Results Of the 24 respondents that completed the survey, only 6 (25%) had trainees involved in their clinics (Table 1). The type of clinic consultations conducted were telephone only (50%), a combination of telephone, video and hospital-base telehealth (33.3%) and hospital-based telehealth only (16.7%). There was an equal split between direct and indirect observations. Preceptors that had previous experience with virtual consultation prior to the pandemic, were more likely to include trainees in their virtual clinics (66.6% vs 33.4%; Fisher’s exact test, p=0.033). For preceptors who included trainees in their virtual clinics, their overall satisfaction averaged 0.51 points lower (95% CI: 0.19–0.84, p=0.004). Concerns identified were lack of trainee engagement, adequate remuneration for healthcare providers, and lack of training for trainee and preceptors on how to navigate virtual platforms. Conclusions This survey demonstrates that gastroenterologists with previous experience with virtual clinics are more likely to accommodate trainees in their virtual clinics. However, involving trainees seem to reduce preceptor’s satisfaction with virtual clinic. Our findings suggest that there is a need to provide telemedicine training for both educators and trainees, in order to alleviate concerns and promote its adoption as organizations seek to continue to provide high-quality medical education while providing virtual care. Funding Agencies None


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