Community-based medical education: The Nepal experience

Sharma, Alok; Bk, Yadav; Pramod, GC; Paudel, Ishwari Sharma; Chapagain, M L; Koirala, Sarun

doi:10.4103/0970-0218.36826

Cited by 6 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, IMSs' home countries are generally medically underserved, where the population need to benefit from enhancement of primary care and an increase in general practitioners [44][45]. In fact, community-oriented approaches have already been emphasized at medical schools in many Asian and African countries, including India [46], Nepal [47][48], Pakistan [49] and Ghana [27], with the aim to produce health professionals with competencies and values to serve in local communities, particularly rural areas [50]. Given the vital position of community medicine in IMSs' home countries, policy planners and educators in China should consider reorienting the medical education tailored to IMSs to some degree, putting more effort to fortify theoretical teaching of community medicine and create more practice opportunities in a community setting, to meet the medical conditions of IMSs' home countries.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Liu

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: As an increasing number of Asian and African students are studying medicine in China, it is imperative to assess the training quality of these international medical students (IMSs). The study was to gain insight into the attitudes from China-educated IMSs towards the medical curriculum and the influence of Chinese language abilities on their clinical studies. Methods: A modified Association of American Medical Colleges Graduation Questionnaire was applied among the final-year IMSs during the graduation season from May 2019 to July 2019 at four universities in China. The questionnaire asked IMSs to evaluate medical education quality and assess their Chinese language capacity. One-way ANOVA was used to determine whether participants' Chinese language capacity was associated with their clinical experience and clinical competence. Results: Overall, 209 valid responses were received and 76.1% were satisfied with the quality of the medical education. Genetics, physics, and mathematics were seen as the least helpful basic courses for practice, and 21.5% thought community-oriented medicine was a topic that lacked instruction. 58.9% were positive that discussions surrounding ethical topics were involved during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skill and communication manner were significant factors to influence students' clinical experience and competence. Conclusion: The study demonstrates China-educated IMSs' perceptions of the contemporary education policy from various aspects and language influence on their education experiences. The curriculum for IMSs in China should be more problem-based to enhance course interaction and more community-engaged to meet people's needs for health and medical care. Besides, the oral Chinese teaching and the initiative to speak need to be emphasized to facilitate the clinical training for IMSs. Our findings can be used as a source of evidence to benchmark medical curricular codifications catering for Asian and African students.

show abstract

Section: Discussionmentioning

confidence: 99%

Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Liu

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…In IMSs' countries of origin, which are generally medically underserved, the population need to bene t from the enhancement of primary care and an increase in general practitioners [45][46]. Thus, the medical schools in these countries have been emphasizing communityoriented approaches [28,[47][48][49][50], aiming at producing health professionals with competencies and values to serve in local communities, particularly rural areas [51]. Given the vital position of community medicine in IMSs' home countries, policy planners and educators in China are advised to consider reorienting the related syllabus in line with the need of IMSs, putting more primary care contents into the community medicine course and creating more practice opportunities in a community setting.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Liu

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: As the number of Asian and African students studying medicine in China increases, it is imperative to evaluate the educational experiences of these international medical students (IMSs). This study was intended to investigate opinions of China-educated IMSs towards the medical curriculum and the impact of Chinese language capability on their clinical studies.Methods: A self-administered questionnaire was circulated to the final-year IMSs during the graduation time from May 2019 to July 2019 in 4 universities in China. The questionnaire asked IMSs to assess the quality of medical education and provide a self-evaluation of their Chinese language capability. One-way Analysis of Variance (ANOVA) was used to determine whether IMSs’ Chinese language capability was associated with their clinical experiences and clinical competence.Results: Overall, we received 209 valid responses, of which 76.1% were satisfied with the quality of medical education. Genetics, physics, and mathematics were perceived as the least relevant basic courses for medical practice, and 21.5% of student reported that community-oriented medicine was a neglected subject. Notably, 58.9% of students had positive views about discussions on ethical topics during their clerkships, and 71.3% believed they had acquired sufficient clinical skills to begin a residency program. Chinese speaking skills and communication initiatives were found to be critical factors in influencing students’ clinical experiences and competence. Conclusion: This study presents the perceptions of China-educated IMSs towards medical curriculum from various aspects. Results show that language influences the education experiences of IMSs. Collectively, these results indicate that the curriculum for IMSs in China should be more problem-based and community-engaged to improve IMSs’ learning experiences and preparation for community deployment. Furthermore, training curriculum for the oral Chinese should be improved to equip IMSs with sufficient language competence to enable them to efficiently carry out clinical clerkship and rotations. Our findings provide evidence for benchmarking medical curricular codifications tailored for Asian and African students.

show abstract

“…Thereby their study concluded that the family exercise did not produce the desired positive impact on the students" attitude towards family health, and the intended objectives were not fulfilled adequately. 9 This may be attributed to the lack of communication skills among the students at the time of the family health survey. Therefore we recommend that, interventions aimed at strengthening the communication skills of the students should be done prior to initiation of any field based activities.…”

Section: Discussionmentioning

confidence: 99%

Bridging the Gap in Public Health Education in India: The Need of the Hour

2015

View full text Add to dashboard Cite

Background: Lack of proper communication skills among budding doctors is considered to be a major gap existing between teaching and practice of public health in various parts of India. Therefore a competency based teaching curriculum is needed to sharpen these skills necessary for bridging this gap and achieving a successful community based medical education. Methods: This cross-sectional study was conducted among a group of 28 students from a batch of 133 students in their fourth semester of second year undergraduate medical education, who attended their posting in the department of community medicine at JSS medical college (JSS University) in Mysore, for a period of one month during May 2014. A new educational intervention namely student"s short seminar was included in addition to their routine community medicine teaching curriculum. At the end of the postings a feedback regarding the intervention was collected from the students using a pretested structured questionnaire. Results: Questions related to the intervention were rated by the students in a six point Likert scale. The median total score was 15.0 (12-17). Among 28 students majority 16 (57.1%) of them had graded it as good while 11 (39.3%) had graded it as fair and 1 (3.6%) of them had graded it as poor based on the median total score. Conclusion: Community based medical education can fulfil its purpose when it can advocate not only the cognitive domain (Knowledge) but also the affective domain (Attitudes) and psychomotor domain (Skills) of the learning process. Hence it is the foremost duty of the faculties in the department of community medicine in medical colleges to inculcate interest towards public health by introducing innovative and interactive teaching and learning interventions.

show abstract

Community-based medical education: The Nepal experience

Cited by 6 publications

References 0 publications

Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Perceptions of Education Quality and Influence of Language Barrier: Graduation Survey of International Medical Students at Four Universities in China

Bridging the Gap in Public Health Education in India: The Need of the Hour

Contact Info

Product

Resources

About