Our results indicate that the PBL curriculum fosters better teacher-student relationships during the pre-clinical years. They also suggest that an unacceptably large number of medical students are taught by physicians who seem to lack compassion and caring in their interactions with patients. This study questions the adequacy of medical faculty as role models for the acquisition of caring competence by medical students.
Sexually transmitted diseases (STDs) are important causes of pelvic inflammatory disease, infertility, ectopic pregnancy, and neonatal morbidity in North America.' Each (2) their counseling about STD prevention during specific consultations for adolescent contraception and treatment of an STD.
MethodsData are presented from a 1995 anonymous mail survey conducted in the province of Quebec, Canada. Physicians' demographic and professional data were provided by the College des medecins du Quebec. To be included in the study population, physicians had to be general practitioners or obstetrician-gynecologists, active in patient care, licensed subsequent to 1964, and French speaking. The survey involved a stratified random sample of 1111 general practitioners and all of the province's obstetriciangynecologists (n = 241). Twenty-five general practitioners could not be located, reducing the number of general practitioners contacted to 1086. Overall, 963 physicians returned their completed questionnaires. Response rates for the 805 general practitioners and 158 obstetrician-gynecologists were 74% and 66%, respectively.
Although infections from sexually transmitted diseases and the human immunodeficiency virus are important causes of morbidity and mortality, family physicians are still not actively involved in their prevention. The study suggests that medical education might be deficient in this area and that more training in human sexuality should be provided for family physicians.
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