An inter-university community child health clinical placement programme for medical students

O’Keefe, Maree; White, Deirdre; Spurrier, Nicola; Fox, Nicole

doi:10.1046/j.1365-2923.2001.00765.x

Cited by 9 publications

(6 citation statements)

References 8 publications

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“…There is a parallel rural community curriculum in Australia 13 . Some other models of working with the wider community have been introduced in medical education in the UK 14,15 . Learning from Lives is, however, fully embedded in a mainstream medical curriculum and has been delivered over several years to a large number of students, demonstrating that in the UK context it is possible to draw upon the full range of community provision to ensure that all future doctors have a full understanding of the broader context of their work.…”

Section: Discussionmentioning

confidence: 99%

Learning from lives: a model for health and social care education in the wider community context

Anderson¹,

Lennox²,

Petersen³

2003

Med Educ

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Section: Discussionmentioning

confidence: 99%

Learning from lives: a model for health and social care education in the wider community context

Anderson¹,

Lennox²,

Petersen³

2003

Med Educ

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“…Most reports of community-based programmes have been conducted in developed countries, have been largely descriptive, and rarely have assessed outcomes such as learning and rural deployment [9-11]. Others have only analyzed a specific component of CBE: limited to trainees' experience of the training during community placement [12], students' evaluation of the teaching and learning environment [13], specific contexts such as medical emergencies [14], evaluation of CBE conducted by a single academic institution [15], or evaluation of the role of community preceptors [16]. No similar studies have been documented on CBE for health professionals in Uganda.…”

Section: Introductionmentioning

confidence: 99%

Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions

et al. 2011

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BackgroundCommunity-based education (CBE) can provide contextual learning that addresses manpower scarcity by enabling trainees acquire requisite experiences, competence, confidence and values. In Uganda, many health professional training institutions conduct some form of community-based education (CBE). However, there is scanty information on the nature of the training: whether a curriculum exists (objectives, intended outcomes, content, implementation strategy), administration and constraints faced. The objective was to make a comprehensive assessment of CBE as implemented by Ugandan health professional training institutions to document the nature of CBE conducted and propose an ideal model with minimum requirements for health professional training institutions in Uganda.MethodsWe employed several methods: documentary review of curricula of 22 institutions, so as to assess the nature, purpose, outcomes, and methods of instruction and assessment; site visits to these institutions and their CBE sites, to assess the learning environment (infrastructure and resources); in-depth interviews with key people involved in running CBE at the institutions and community, to evaluate CBE implementation, challenges experienced and perceived solutions.ResultsCBE was perceived differently ranging from a subject, a course, a program or a project. Despite having similar curricula, institutions differ in the administration, implementation and assessment of CBE. Objectives of CBE, the curricula content and implementation strategies differ in similar institutions. On collaborative and social learning, most trainees do not reside in the community, though they work on group projects and write group reports. Lectures and skills demonstrations were the main instruction methods. Assessment involved mainly continuous assessment, oral or written reports and summative examination.ConclusionThis assessment identified deficiencies in the design and implementation of CBE at several health professional training institutions, with major flaws identified in curriculum content, supervision of trainees, inappropriate assessment, trainee welfare, and underutilization of opportunities for contextual and collaborative learning. Since CBE showed potential to benefit the trainees, community and institutions, we propose a model that delivers a minimum package of CBE and overcomes the wide variation in the concept, conduct and implementation of CBE.

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“…Medical students and senior trainees alike have equally large gaps in their knowledge of community child health and this provides an opportunity to use similar training methods for both groups, thereby using resources efficiently 19 20. In the UK, there is interest in further developing the exposure of paediatric senior trainees to primary care settings so that they can see a much wider spectrum of common illnesses, and more importantly, learn about the skills of GPs in risk management, deal with problems outside the hospital with limited resources for investigation, and utilise the wider multidisciplinary team 21.…”

Section: How Are These Goals Met In the Different Settings Of The Ukmentioning

confidence: 99%

Teaching and training in community child health: learning from global experience

Blair¹,

Koury²,

Witt³

et al. 2009

Archives of Disease in Childhood - Education and Practice

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An inter-university community child health clinical placement programme for medical students

Abstract: The new collaborative Community Child Health Programme substantially achieved learning aims and demonstrated effective integration of postgraduate- and undergraduate-entry medical students from two universities.

Cited by 9 publications

References 8 publications

Learning from lives: a model for health and social care education in the wider community context

Learning from lives: a model for health and social care education in the wider community context

Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions

Teaching and training in community child health: learning from global experience

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