Opportunities and challenges in educating community-responsive physicians.

Medical educators, funders, and policy makers are placing greater emphasis on educating physicians-in-training to provide community-responsive care and to participate in community-focused health-promotion and disease-prevention efforts. The MCP [symbol: see text] Hahnemann School of Medicine requires all first-year students to work in the community on projects involving health education, needs and resource assessment, advocacy, outreach, and other community health skills. The Department of Community and Preventive Medicine at MCP [symbol: see text] Hahnemann directs these required courses, as well as other elective programs that provide students the opportunity to develop community health competencies. This article summarizes key elements of these educational activities and discusses challenges we have encountered developing and implementing these activities and our responses. Finally, we suggest some issues and questions deserving further exploration.

A randomized trial to evaluate a computer-based learning program in occupational lung disease.

Computer based learning (CBL) is a recent educational innovation that may supplement the limited formal education typically offered to medical students in occupational health-related issues. The authors conducted a randomized trial among sophomores to evaluate a Macintosh-based application on occupational lung disease (OH-CBL). The program emphasizes interactive learning and skills practice through a case-based approach. Students taking an OH block in the Preventive Medicine course were assigned either to the OH-CBL or to the lecture group. 35 students completed the OH-CBL; 45 attended the lecture. Of four study-relevant multiple-choice questions, substantial differences were found in favor of the OH-CBL group over the lecture group on one question as well as on the study-relevant multiple choice total score. There was no difference on mean overall grade or on the three study-relevant essay items. The grade on study-relevant questions exhibited a weak relationship with microcomputer experience (r = .29, P = .04). Students' ratings of the CBL program using Likert scales were generally favorable. These findings suggest that CBL programs can be designed to be both acceptable to students and educationally effective. Each new program needs to be individually assessed to meet these standards. The authors identify several components of CBL that are necessary for successful implementation into a medical curriculum.