Community-oriented medical education in Glasgow: developing a community diagnosis exercise

Davison, Hilary; Capewell, Simon; Macnaughton, Jane; Murray, Scott A; Hanlon, Phil; McEwen, James

doi:10.1046/j.1365-2923.1999.00266.x

Cited by 19 publications

(19 citation statements)

References 22 publications

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“…Therefore, it is desired that the graduates of medical programs should be lifelong learners who remain synchronized with the newly emerging diseases (Davison et al, 1999). They should be able to manage and prevent the priority health problems of the community in which they are based (Nooman, 1989).…”

Section: Discussionmentioning

confidence: 99%

“…In the light of best evidence-medical education (Davison et al, 1999;Magzoub & Schmidt, 1996), the ministry of health (MOH), government of Pakistan (GOP) in collaboration with The World Health Organization (WHO) initiated the Community-Oriented Medical Education (COME) project in 1994. Four medical Colleges, one from each province, were included in this program.…”

Section: Introductionmentioning

confidence: 99%

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Development of the community-oriented medical education curriculum of Pakistan: A case report on the national initiative on curriculum development

Baig¹,

Akram²,

Ali³

2006

Education for Health: Change in Learning & Practice

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KEYWORDS Curriculum development, problem-based learning, community oriented medical education, change management, faculty training. BackgroundThe medical curriculum in Pakistan includes the following courses: anatomy, physiology, and biochemistry. These courses are offered in the first two years using lectures, tutorials and laboratory work. In the last three years, pathology, pharmacology, forensics and community medicine courses are taught by using clerkships in medicine, surgery, pediatrics, gynecology, obstetrics, and associated health-related disciplines. The general objective of the undergraduate medical curriculum as specified by the Pakistan Medical and Dental Council (PMDC) is to provide compassionate, general practice, community-oriented doctors who are committed to manage common health problems of the people in a scientifically sound and cost-effective manner while using appropriate technology and a holistic approach. It also states that the doctor should be able to assume leadership in a health care team, function and communicate effectively as a manager in accordance with the code of medical ethics prescribed by the PMDC.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of the community-oriented medical education curriculum of Pakistan: A case report on the national initiative on curriculum development

Baig¹,

Akram²,

Ali³

2006

Education for Health: Change in Learning & Practice

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“…Literature describes some instances of the use of educational approaches applied in community settings to teach social and environmental determinants of health (Davison et al, 1999;Kirk, 1994;Kisil & Chaves, 1994;Kulig & Wilde, 1996;McKnight & Van Dover, 1994).…”

Section: Introductionmentioning

confidence: 99%

A cross sectional survey of 3rd year undergraduate medical students’ perception of a ‘Community Oriented’ multifaceted learning approach in the Special Studies Module SSM 3

2017

TAPS

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Introduction: With the growing trend and importance towards producing holistically groomed medical graduates as discussed in Tomorrow's Doctors, we introduced a community oriented Special Study Module 3 (SSM3) in the Year 3 undergraduate medicine program in the Institute of Health Sciences, Universiti Brunei Darussalam. This module incorporates the principles of Community Oriented Medical Education (COME) to facilitate Holistic development and Team-based learning. Method: A descriptive cross sectional survey design using a self-designed 18 item questionnaire to explore the overall organization, benefits and skills learnt from this module, was sent to the emails of all students in the three cohorts. Questionnaire was piloted on a small group of nursing students who accomplished a community based project. Cronbach's Alpha analysis was done to establish the reliability of survey. Result: Questionnaire was sent to 47 students and got a 74% response rate. Most of the students found the project very interesting and useful in learning various skills and enhancing self-development. Cronbach's Alpha of more than 0.70 suggested strong internal reliability. Discussion: Students perception strongly suggests that all the objectives of SSM3 module have been achieved. This approach facilitated multifaceted learning including leadership, teamwork, communication skills, managerial and organizational skills by working with the community members to identify and address their health risks. Conclusion: Community oriented medical education approach can be used to enhance multifaceted learning in real life environment as small group students led projects.

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“…However the priority health needs of communities rarely align with the goals of academic medicine or with the geographic and specialty distribution of medical school graduates (Mennin et al 2000). A number of medical schools have recently placed emphasis on community care in their curricula to encourage broader attitudes to health care, including those oriented to prevention, teamwork and sociopolitical issues (Davison et al 1999;Edwards et al 1999;Rolfe et al 1999;Oandasan et al 2000;Rêgo & Dick 2005;Gillam & Bagade 2006).…”

Section: Introductionmentioning

confidence: 99%

“…In order to underpin a population health perspective, the core curriculum should include dimensions of social and environmental factors that impact on health and illness; assessment and targeting population needs, principles of disease prevention and health promotion; collaboration between health professionals; skills in critical evaluation, and issues of resource management that consider equity (Davison et al 1999;Edwards et al 1999;Howe et al 2002).…”

Section: Introductionmentioning

confidence: 99%

Public health education in Ege University Medical Faculty: Developing a community-oriented model

et al. 2008

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Background: Ege University Medical Faculty (EUMF) introduced a community-oriented curriculum in 2001. Aims: To evaluate the new public health education program in EUMF curriculum. Method: The study adopted triangulated methods. Quantitatively, a comparison of the students who were exposed to a community-oriented curriculum (Year 4 in 2007) was made with the students who were exposed to the traditional curriculum The students appreciated the relevance of public health education with clinical subjects and interactive methods, but criticized didactic lectures and written assignments. Conclusions: A community-oriented approach is more effective in achieving a holistic approach to health problems. Improving community-based activities and assessment methods would be more successful in integrating population health into medical training.

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Community-oriented medical education in Glasgow: developing a community diagnosis exercise

Cited by 19 publications

References 22 publications

Development of the community-oriented medical education curriculum of Pakistan: A case report on the national initiative on curriculum development

Development of the community-oriented medical education curriculum of Pakistan: A case report on the national initiative on curriculum development

A cross sectional survey of 3rd year undergraduate medical students’ perception of a ‘Community Oriented’ multifaceted learning approach in the Special Studies Module SSM 3

Public health education in Ege University Medical Faculty: Developing a community-oriented model

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