Community-based clinical education increases motivation of medical students to medicine of remote area -comparison between lecture and practice-

Abstract

In this study, we administered a questionnaire to medical students to evaluate the effect of community-based clinical education on their attitudes to community medicine and medicine in remote area. Questionnaires were given 4 times to all the students from first-year to sixth-year. Of 95 students, 65 students (68.4%) who completed all questionnaires, were used in this study. The intensity of students' attitudes was estimated by using visual analogue scale. The intensity of interest, a sense of fulfillment and passion in medicine of remote area was significantly increased after the community-based practice. On the other hand, the level of understanding in medicine in remote area was increased by the lecture not by the practice. The intensity of desire both to become a generalist and a specialist was significantly increased when the grade went up. Most of sixth-year students desired to have abilities of a generalist and a specialist simultaneously. This study shows that the community-based practice is more meaningful in increasing motivation in medicine in remote area than the lecture, and suggests that it is important to prepare more courses to experience community medicine to increase the number of physicians who desire to work in remote area.

Long-term impact of undergraduate community-based clinical training on community healthcare practice in Japan: a cross-sectional study

“…These items were chosen because they were listed as factors related to working area decisions by the WHO [22]. The attitudes toward RH were described as "I want to work in a rural area" ("rural") [15]. These attitudes (i.e., "worthwhile," "confidence," and "rural") were obtained using a visual analogue scale (VAS; 0 -100 mm) and were treated as continuous variables.…”

“…The questionnaire (available in Additional File 1 ) was developed through literature review and discussion between the co-researchers to improve its validity [ 21 ]. The questionnaire used in the previous study evaluating the short-term effects of the CBCT [ 14 , 15 ] was adapted for the questionnaire of this study concerning the CBCT programs and the perceptions for CH and RH. Furthermore, reviewing the previous study, we defined the CH, the CBCT, and the rural areas described above to improve its validity.…”

“…The model core curriculum for medical education in Japan was formulated in 2001, and the CBME section was introduced in the revised edition that came out in 2007 [13]. A few Japanese reports have addressed the educational effects of CBME, and only the short-term effects of the previous reports have been observed [14][15][16]. However, Japanese medical universities have traditionally provided some medical students with the opportunity to practice at community hospitals and clinics.…”

Mobile medical services and experiential learning in community-based clinical clerkships enhancing medical students’ positive perceptions of community healthcare

“…Previous studies have shown that most medical students are interested in family medicine, 6 ) and that some do intend to work in rural areas 7 ) following their community-based clerkships.…”

Characteristics of medical students who would like to be a generalist physician and contribute to remote area medicine

“…It was useful to inform the charm and importance in working at medical facilities in remote area to medical students, but simultaneously may inform a variety of problems of medicine in remote area such as a shortage of doctors to them (9 -12). Our previous report showed that the community -based practice is more meaningful in increasing the motivation in working in remote area medicine than the lecture, and suggesting that it is important to prepare more courses to experience community medicine to increase the number of physicians who desire to work in remote area (13).…”