A Qualitative Study Exploring the Impact of Covid-19 Pandemic on Teaching and Learning of Family Medicine Course among Undergraduates in a Local University in Malaysia

@#Introduction: The COVID-19 pandemic significantly impacted the global teaching and learning process (TnL). Unfortunately, to date, not many qualitative studies have been published specifically on the impact of COVID-19 on the Family Medicine course, particularly in Malaysia. Hence, this study aimed to explore the impact of COVID-19 pandemic on the teaching and learning experience of undergraduate students undergoing their Family Medicine course at a local university. Methods: A qualitative study using focused group discussion (FGD), was conducted among undergraduate students during the lockdown period. A semi-structured interview guide was used to interview 20 students, in their fifth undergraduate year, undertaking their fourth to fifth week of a total six-week course. They were selected using purposive snowball sampling method. There were four focus group discussions (FGD) with five students in a group. All interviews were audio-taped, transcribed verbatim, and the contents were analysed using the standard content analysis framework. Subsequently, thematic content analysis was conducted, and three major themes were produced. Results: The three major themes were (1) facilitators to learning, (2) barriers to learning, and (3) rooms for improvement. Conclusion: Although COVID-19 pandemic had significant impact on TnL of Family Medicine course among undergraduates, the students remained optimistic and proposed some improvement from their point of view. However, a creative, realistic, effective, and impactful way of TnL, particularly in clinical aspects should be developed and experimented. Technological progress and advancement should permit this idea to be achievable and implemented in near future.

Percepção da eficácia da matriz curricular quanto à prática médica no estágio / Perception of curriculum efficacy on medical practice during internship

Objetivo: avaliar a percepção dos alunos do décimo, décimo primeiro e décimo segundo períodos da Faculdade de Medicina da Universidade Federal de Juiz de Fora em relação ao currículo de graduação recentemente implantado, em relação a eficiência de sua formação acadêmica quando aplicada à prática médica, e identificar os fatores positivos e negativos da reforma curricular e a gênese das dificuldades. Método: foi aplicado questionário a 100 estudantes, acompanhado do termo de consentimento livre e esclarecido em duas vias. Resultados: 91 e 94% definiram como deficiência do conteúdo das disciplinas teóricas e ds atividades práticas, respectivamente, enquanto 23% concordam e apoiam a formação obtida, como generalista. A autoavaliação da capacitação profissional oscilou entre os valores cinco e oito numa escala de zero a 10; 61% acreditam que alcançaram o comportamento pró-ativo parcialmente, já que têm estímulo, apesar da pouca infraestrutura para tal. O grau de satisfação em relação ao curso de graduação obteve nota média de 6,56 pontos; 72% consideraram que há relação entre as dificuldades encontradas no estágio e as deficiências da matriz curricular. Conclusões: mudanças ainda devem ser feitas em relação à forma como os conteúdos teóricos e práticos são ministrados, alinhando o currículo básico às práticas do estágio. A intenção governamental de implantar a formação médica generalista na graduação não coaduna com a mesma intenção dos futuros médicos.

Objective: To assess 10th to 12th semester undergraduates? perception of the impact of the curriculum recently implemented at the School of Medicine, Federal University of Juiz de Fora, on the efficiency of their academic education for the medical practice, to identify both positive and negative features of the curriculum reform, and to identify difficulties raised in the process. Method: A total of 100 undergraduates answered a questionnaire and signed informed consent forms (two copies). Results: 91 and 94 % of the respondents define as deficient the content of theoretical disciplines and practical activities respectively, while 23 % support the generalist education program. The self-assessment of their professional qualification range from 5 to 8 in a rank from 0 to 10; 61 % of the respondents believe they have partially achieved proactive behavior in response to the curriculum stimulus, despite the poor infrastructure provided at the university. The satisfaction level regarding the undergraduate course is 6.56; 72 % of the respondents believe that most difficulties faced in internship programs and curriculum deficiency are close related. Conclusions: The education process still lacks some changes to align curriculum and internship activities. The governmental intention of implementing generalist medicine courses does not match the purposes of the future physicians.