Integrity: The Key to Quality in Community-based Medical Education? (Part Two)

Worley, Paul

doi:10.1080/13576280210133053

Cited by 17 publications

(3 citation statements)

References 28 publications

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“…The exploration of health advocacy in the curriculum of health professions education needs to be placed in the context of current discourses that shape future directions, including social accountability of medical schools, [16] community-based education [17] and inter-professional education and collaborative practice. In particular, the move towards transformative learning [10,18] is critical in the manner in which health advocacy is approached and developed further in the curriculum of the health professions.…”

Section: Discussionmentioning

confidence: 99%

Advocacy: Are we teaching it?

Gaede

Pillay

2019

AJHPE

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Being a health advocate has been identified by the Health Professions Council of South Africa (HPCSA) as one of the outcome competencies for the undergraduate medical curriculum. [1] This echoes similar calls throughout the world for health professionals to have a role in health advocacy. [2-4] Advocacy and activism It is not new to view healthcare professionals-doctors in particular-as advocates. In the late 1800s Rudolf Virchow, the father of social medicine, famously said that the physician is the 'natural advocate for the poor'. [5] In the SA context, there is also a strong tradition of healthcare practitioners being advocates and activists, such as Steve Biko and Neil Agget, who both died in custody during the apartheid regime for their stand against injustice. A number of health professions bodies and the medical school at the University of KwaZulu-Natal (UKZN) have a long history of anti-apartheid activism [9] and count many activists among their alumni, such as Dr Biko mentioned above. The politics of resistance to apartheid among students and faculty from many health professions programmes profoundly shaped the higher education terrain beyond universities. In the late 1990s, the Treatment Action Campaign (TAC) started to organise itself in response to the poor handling of the HIV pandemic in southern Africa. This profoundly altered healthcare advocacy and activism, where communities and those affected by the failures of the state were at the forefront of fighting for the fulfilment of the constitutional right to healthcare provision. [6] It has been argued that the advocacy role of TAC in response to the state's failure to provide free antiretroviral treatment to all who need it in SA, was critical in the change in policies that ultimately led to significant decreased mortality. [7] In the process, TAC also challenged the paternalistic attitude of many healthcare professionals as the custodians of knowledge and who, with notable exceptions, were not inclined to engage in such advocacy. [6,8] The recent groundswell of student activism demanding a critical reappraisal and decolonisation of higher education as part of the #rhodesmustfall and #feesmustfall movements, are reshaping the sphere of higher education. [11,12] Therefore, advocacy per se is not a foreign concept for staff and students at universities in SA.

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Section: Discussionmentioning

confidence: 99%

Advocacy: Are we teaching it?

Gaede

Pillay

2019

AJHPE

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“…In the related context, there is a Network: towards unity for health that adopted principles or indicators, which determine the prioritization of common health problems in the community [13]. These indicators are prevalence, preventability, treatability, disability, impending future outbreak, social and economic impact, interdisciplinary input and burden of illness (morbidity and mortality) of health problem with a presence of national control programs and prototype value of the health problem for other similar health problems [14].…”

Section: The Curriculum Of Pblmentioning

confidence: 99%

How to Apply Problem-Based Learning in Medical Education? A Critical Review

Elshama¹

2019

Iberoam J Med

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Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.

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“…medical trainees, other healthcare professionals, and citizens is essential. 1,6,7 The COVID-19 pandemic, however, has deeply impacted these relationships, primarily because of mutual fear of infection.…”

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confidence: 99%

Challenging the uncertainty of COVID-19 in rural community based medical education for family medicine: A thematic analysis

Ohta¹,

Ryu²,

Sano

2020

Preprint

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BackgroundCommunity based medical education (CBME) enriches undergraduate and postgraduate students’ perspectives, especially in rural settings. For the continuity of rural CBME in Japan, the present disruption caused by the coronavirus must be overcome to drive CBME and educate future family physicians adequately in rural community hospitals. In this study, we examine the challenges faced by and solutions for sustainable CBME in community hospitals during the COVID-19 pandemic.MethodsA qualitative study was performed with CBME stakeholders in a community hospital. First, direct observation was performed by the first author. Through this method, field and reflection notes were taken by observing and interviewing the dean, medical teachers, nurses, medical students, a medical clerk, and rural citizens in the hospital and its surrounding rural communities from April 1 to September 30, 2020. Interviews were recorded, and their contents were transcribed verbatim. The authors analyzed the transcriptions using on a thematic analysis.ResultsOverall, 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. Through the thematic analysis, three themes emerged: the uncertainty of COVID-19, an overwhelming fear within medical institutions, and motivation and determination to continue providing CBME.ConclusionRural CBME for family medicine should be continued for the sustainability of rural medicine, even during the COVID-19 pandemic. The end of the pandemic cannot be foreseen, and CBME in rural areas should be continued to serve its true purpose by carefully considering precautions and through continuous dialogue between stakeholders and medical educators.

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Integrity: The Key to Quality in Community-based Medical Education? (Part Two)

Cited by 17 publications

References 28 publications

Advocacy: Are we teaching it?

Advocacy: Are we teaching it?

How to Apply Problem-Based Learning in Medical Education? A Critical Review

Challenging the uncertainty of COVID-19 in rural community based medical education for family medicine: A thematic analysis

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