[Conducting ward rounds: a balance between care and teaching]. / La visite médicale en pratique hospitalière: entre soins et apprentissage.

Every day, hospital doctors spend time at conducting ward rounds. Rounds are a core clinical activity during which doctors interact with patients, synthetise a whole set of informations and make many decisions. In addition, rounds can become a crucial teaching moment, when a trainee gets supervised by an attending physician. However, litterature on the topic of rounds is scarce. This paper summarizes the results of the few key studies focusing on ward rounds. The results are presented in four sections, each one being dedicated to one of the round stakeholders: the trainee or resident, the trainer, the patient and the nurse. An emphasis is put on ward rounds involving both a trainee and a trainer, since such rounds always mean striking a balance between care and teaching.

[The spirit of community medicine: students learning from students]. / Penser la médecine communautaire s'apprend avec les pairs.

At the University of Lausanne third-year medical students are given the task of spending a month investigating a question of community medicine. In 2009, four students evaluated the legitimacy of health insurers intervening in the management of depression. They found that health insurers put pressure on public authorities during the development of legislation governing the health system and reimbursement for treatment. This fact emerged during the scientific investigation led jointly by the team in the course of the "module of immersion in community medicine." This paper presents each step of their study. The example chosen illustrates the learning objectives covered by the module.

[Evaluation using a logbook of mastering of clinical skills by medical students]. / Evaluation à l'aide d'un livre de bord compétences clinques acquises par des stagiaires en médecine.

The mastering of the clinical skills is of utmost importance for the physician. The teaching of the skills is nowadays made easier with the <> which lists all the skills and their respective level of expected mastering at graduation. In order to do a survey on how good the students are at those skills, a logbook based on this document has been setup at the Faculty of biology and medicine of the University of Lausanne. This has shown that students went through a clear progression of the mastering of the skills during their elective year in internal medicine, surgery/orthopaedics, paediatric, obstetric and gynaecology as well as psychiatry. Such an instrument should in the future help to better guide the learning process of the clinical skills and to do a better follow-up of their progress.

[Teaching clinical skills in medicine or the comeback of the clinician]. / Enseignement des compétences cliniques en médecine ou le juste retour du clinicien.

This paper discuss the development of the new curriculum (bachelor, master) for clinical skills (history taking, physical examination, patient communication, professionalism) at the Medical School in Lausanne. Some specific aspects are reviewed: a structured and longitudinal curriculum, improving bedside clinical teaching, assessment of clinical competences, integrating teaching into the institutional values.

[Intrauniversitary selection: a good or a bad way to identify the best medical students?]. / La selection intra-universitaire: un bon ou mauvais moyen d'identifier les meilleurs étudiants en médecine?

During their first two years at the medical faculty of the University of Lausanne, selection of medical students is based on their performance in tests in basic sciences. However, this carries the risk that scientifically talented students who perhaps do not necessarily possess the personal skills to make them a good doctor are given preferential admission to the clinical semesters. This study followed a student cohort (n = 115), which had passed the first part of their state examination at the end of the third year course. The examination included an oral examination in psychosocial medicine (PSM) that tested the student's skills with regard to patient-physician communication. The PSM grade is compared with the grade achieved in the written tests in physics and physiology taken at the end of the first year of study. The findings showed that the performance achieved in the basic science examination had no predicative value for the student's future performance in the PSM test. Moreover, it was found that the type of pre-graduate degree had no major influence on the student's progress in their preclinical years of medical school.