NDLI: Medicine in the community: a unique partnership.

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When competent isn't good enough.

Improving suturing workshops using modern educational theory.

New theory from an old technique: the Rolma matrices.

Cadaveric surgery: a novel approach to teaching clinical anatomy.

evPaeds: undergraduate clinical reasoning.

Medicine in the community: a unique partnership.

DrivAbility: teaching medical aspects of driving.

Introducing medical students to prehospital care.

Training improves inter-collegial communication.

Students developing resources for students.

Utility of a student-organised revision day.

Growth in empathy during clinical exchange.

Clinical teaching.

Interactive lecturing: a student perspective.

Is sleeping in lectures a professionalism issue?

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Medicine in the community: a unique partnership.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Ní Chróinín, Danielle Kyne, Lorraine Duggan, Joseph Last, Jason Molphy, Anne O'Shea, Diarmuid Steele, Michael Bury, Gerard Cullen, Walter
Description	Country affiliation: Ireland Author Affiliation: Ní Chróinín D ( School of Medicine and Medical Science, University College, Dublin, Ireland. dmmnic@umail.ucc.ie)
Abstract	INTRODUCTION: Many advantages to community-oriented medical education have already been described. Responding to reforms in undergraduate medical education policy, our medical school reconfigured its clinical curriculum to include a module with a broad community focus, based in primary and secondary care. We describe our initial experience developing, implementing and evaluating this module. METHODS: The aim of the module was to provide students with an understanding of medicine as practised, and health care as delivered, in the community. The 6-week module is delivered four times annually in the final stage of the medical degree programme, with 40-50 students attending each time. Learning experiences encompass clinical attachments, lectures, workshops, seminars and group presentations, with multifaceted assessment and formal student feedback at the end of the module (Ramsden's Module/Course Experience Questionnaire, and student self-assessment of specified learning objectives, using a five-point Likert scale). RESULTS OF STUDENT FEEDBACK: A total of 104 out of 181 (57.5%) students completed the evaluation. Of these, 69.3 per cent were satisfied with the course (with a mean Likert score of 3.7). More than 75 per cent of the students agreed or strongly agreed that they had attained 12 of 13 specified learning objectives, and 64.6 per cent (95% CI 55.0-74.2%) agreed that they could use common diagnostic/therapeutic equipment. The mean Likert scores for Ramsden questionnaire subscales were: good teaching, 3.5; clarity of goals, 3.1; appropriate assessment, 3.6; appropriate workload, 3.7; and generic skills development, 3.4. The most positive scores were attained for teachers' ability to explain (3.95; 77.5% agreed or strongly agreed) and effort at making subjects interesting (3.83; 73.5% agreed or strongly agreed). CONCLUSION: Our experience shows a community-based module with a strong combined primary care and elderly care focus is feasible, and enables the achievement of valuable learning objectives.
File Format	HTM / HTML
ISSN	17434971
Issue Number	3
Volume Number	9
e-ISSN	1743498X
Journal	The Clinical Teacher
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2012-06-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Clinical Competence Community Health Services Organization & Administration Cooperative Behavior Education, Medical Methods Health Services For The Aged Primary Health Care Confidence Intervals Curriculum Education Educational Measurement Health Knowledge, Attitudes, Practice Humans Learning Models, Educational Residence Characteristics Students, Medical Journal Article Research Support, Non-u.s. Gov't
Content Type	Text
Resource Type	Article
Subject	Medicine Review and Exam Preparation

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