Evaluation of teaching and learning in family medicine by students: A Sri Lankan experience

Abstract

Background:Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment.Methodology:A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire.Results:Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively.Conclusions:Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

Assessment of Family Medicine Residents’ Satisfaction Regarding the Half Day Release Course of Family Medicine Program.

“…These findings are in agreement with those of Ramanayake et al 5 , in Sri Lanka, who found that that the vast majority (92%) of family medicine candidates appreciated its environment and teaching methods.…”

Family medicine education in India: A panoramic view

“…They also serve as integral, complementary members of primary health care team, providing supervision for other health workers and ensuring comprehensiveness, continuous, and coordinated health care for individuals, families, and communities. [ 13 ] The recently formulated draft for national health policy has emphasized the importance of promoting family medicine training in the country to strengthen primary care workforce, and thus reduce the unmet needs of specialist services. [ 12 ] Our landscaping of family medicine courses has revealed three major findings which are critical: Lack of mainstreaming of family medicine teaching in undergraduate medical and nursing education, nonexistence of family medicine specialty, and limited scope for capacity building with paucity of accredited courses.…”

“…[ 9 ] In Sri Lanka and South Africa, similar initiatives have shown encouraging results. [ 11 13 ] Contrastingly, in India, there is a void of family medicine in current undergraduate medical education. It is well evident that future health care professionals will need strong skills in the fundamental aspects of family medicine to gain confidence and expertise in dealing with complex physical, psychological, and social problems, as first contact physicians.…”

“…[ 12 ] However, to date, little information is available on family medicine education in South Asian region with few recent publications describing the situations in Sri Lanka and Nepal. [ 13 ]…”

Evaluation of the undergraduate family medicine programme of Faculty of Medicine, University of Kelaniya: quantitative and qualitative student feedback

“…The questionnaire was administered to six consecutive clinical groups at the end of the 1 month clinical appointment. This survey showed that direct observation of student consultations and feedback from teachers was the most popular teaching method among students while need to strengthen hands on learning methods such procedural skills and clinical examination techniques was emphasised [8].…”