Undergraduate education in primary care

Pittman, Joseph G.; Barr, Daniel M.

doi:10.1097/00001888-197712000-00003

Cited by 7 publications

(8 citation statements)

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“…However, the attempt resulted in the experience for staff and students being one of disintegration. Important difficulties highlighted by our experience and that of others 34–38 are summarised in Table 5.…”

Section: Discussionmentioning

confidence: 99%

“…However, the attempt resulted in the experience for staff and students being one of disintegration. Important difficulties highlighted by our experience and that of others [34][35][36][37][38] are summarised in Table 5. Murdoch Eaton and Levene 35 also noted the adverse consequences of integrating paediatrics and obstetricsgynaecology in Leeds.…”

Section: The Student Role In the Integration Process And Difficultiesmentioning

confidence: 99%

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Child Health and Obstetrics-Gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation

Patel

Buck

2002

Medical Education

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Section: Discussionmentioning

confidence: 99%

Section: The Student Role In the Integration Process And Difficultiesmentioning

confidence: 99%

Child Health and Obstetrics-Gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation

Patel

Buck

2002

Medical Education

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“…Curriculum issues and the importance of providing students with positive rural experiences have been stressed in numerous research papers (Petersdorf 1975;Pittman and Barr 1977;Kaufman et al 1982;Strasser 1992;Crandall and Coggan 1994;Rolfe et al 1995;Mennin et al 1996;Barritt et al 1997;Grant et al 1997;Mazwai 1997;Stearns and Stearns 2000;Rourke 2000;Worley et al 2000;Ramsey et al 2001). However, there has been very little focused research into, or analysis of, student accommodation options and the impact that they have on student experiences of rural attachments.…”

Section: Literature Reviewmentioning

confidence: 99%

Medical students' and GP registrars' accommodation needs in the rural community: insight from a Victorian study

Han¹,

Wearne²,

O’Meara³

et al. 2003

Aust. Health Review

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Medical education in Australia is currently entering a new era, including support for the significant extension of medical students and general practitioner (GP) registrarsSimilar to medical schools in other states, Victoria's Monash University and The University of Melbourne medical schools are increasingly placing more emphasis on rural placements. More students will undertake rural GP placements for longer periods. Presently, medical students from both universities complete a minimum of eight weeks on rural placements during their course. The Australian Federal Government's recent plan to create and/or upgrade accommodation for GP registrars and medical students in Rural, Remote and Metropolitan Areas Classifications (RRMAs) 4 to 7 is an important policy initiative that needs to be supported by accurate, current and appropriate research data. The Monash University School of Rural Health was selected to undertake this research and guide the Rural Workforce Agency, Victoria (RWAV) towards a systematic approach that delivers more appropriate and sustainable models of accommodation.This survey was carried out during February 2001. Data was collected using Computer Assisted Telephone Interview (CATI) surveys, focus group discussions, telephone interviews and electronic mail questionnaires. The details of the study methods and findings are presented and the paper concludes with brief discussion of the findings and outlines suggestions for policy implications.

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“…Indeed, the concepts of clinical ''rotations'' or ''terms'' may become anachronistic with CBME. This idea was rst mooted 25 years ago in relation to post-graduate training (McWhinney, 1975), and there are now several examples of such integration at undergraduate pre-clinical and clinical level with extended attachments successfully incorporating all axes of this model (Pittman & Barr, 1977;Verby, 1988;Kaufman et al, 1989;Slavin et al, 1995;Worley et al, 2000).…”

Section: Course Structurementioning

confidence: 99%

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

Worley

2002

Education for Health: Change in Learning & Practice

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Relationships do matter! In fact, medicine cannot be learned without them, and community-based medical education (CBME) curricula that ignore them or take them for granted do so at their students peril! Could these assertions provide a key to quality in CBME curricula? In a previous paper, I provided evidence for a simple model of four key relationships, the four Rs, to act as a framework to analyse CBME. These four Rs are the relationships between (1) clinicians and patients, (2) health service and university research, (3) government and community, and (4) personal principles and professional expectations. In this paper I describe a key to discerning quality in this model. This key is integrity - that coalition of soundness and interdependence that enables the quality of the whole to be greater than the sum of the parts. I will also discuss the implications of this model for CBME with particular reference to reform of student selection, curricular goals, course structure, and assessment. Whilst further research based on this model is needed, as a result of this synthesis of the current medical education literature, I propose that it is its capacity to produce clinical, social, institutional and interpersonal integrity in its graduates that makes community-based medical education such an attractive alternative. Relationships do matter!

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Undergraduate education in primary care

Cited by 7 publications

References 0 publications

Child Health and Obstetrics-Gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation

Child Health and Obstetrics-Gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation

Medical students' and GP registrars' accommodation needs in the rural community: insight from a Victorian study

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

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