Subject(s)
Antimalarials/administration & dosage , Malaria, Falciparum/prevention & control , Pregnancy Complications, Parasitic/prevention & control , Travel , Adult , Antimalarials/adverse effects , Child , Contraindications , Drug Administration Schedule , Female , Humans , Malaria, Falciparum/transmission , Nigeria , Patient Education as Topic , Pregnancy , SwitzerlandABSTRACT
CONTEXT: Clinical clerkships in medical colleges are increasingly relying on teaching by community physicians in ambulatory clinics. OBJECTIVES: The aim of the study was to determine the attitudes and perceptions of community physicians towards teaching medical students at their clinics. METHODS: A focus group discussion with 14 and a survey questionnaire of 23 community-based physicians were conducted. FINDINGS: The focus group discussion session yielded insight into the expectations of community physicians about student attachments, including: the need for learning objectives; continuity; feedback; ongoing communication; and planned placement of students. The answers to the survey questions showed willingness to teach medical students (mean score=4.7 on a scale of 1 to 5) and the view that medical students added value to the clinics (mean=4.4). However, the respondents gave lower ratings to the questions about students being able to independently evaluate patients in the beginning of their clerkship (mean=3.3). CONCLUSIONS: Community physicians request clear learning objectives, assessment criteria and advance planning for teaching medical students. Clerkship coordinators should ensure ongoing communication with community preceptors in these areas as well as offer recognition of teaching contribution and opportunities for professional development.
Subject(s)
Clinical Clerkship/methods , Faculty, Medical , Preceptorship/methods , Residence Characteristics , Students, Medical , Teaching , Data Collection , Education , Education, Medical, Graduate , Educational Status , Female , Focus Groups , Health Knowledge, Attitudes, Practice , Humans , Learning , Male , Models, Educational , Surveys and QuestionnairesABSTRACT
INTRODUCTION: Communications skills curricula and pedagogy for medical students are often exported to non-English speaking settings. It is assumed that after learning communication skills in English, doctors will be able to communicate effectively with patients in their own language. METHODS: We distributed a questionnaire to third year Emirati students at a medical school within the United Arab Emirates. We assessed their confidence in interviewing patients in Arabic after communication skills training in English. Of the 49 students in the sample, 36 subjects (73.5%) completed and returned the questionnaire. RESULTS: Nearly three-quarters (72.2%) of students said they felt confident in taking a history in English, while 27.8% of students expressed confidence in taking a history in Arabic. Half of students anticipated that after their training they would be communicating with their patients primarily in Arabic, and only 8.3% anticipated they would be communicating in English. CONCLUSIONS: Communication skills training purely in English can leave Arab medical students ill equipped to communicate with patients in their own communities and tongue.
