TY - JOUR
T1 - Community-based educational design for undergraduate medical education
T2 - a grounded theory study
AU - Claramita, Mora
AU - Setiawati, Elsa Pudji
AU - Kristina, Tri Nur
AU - Emilia, Ova
AU - van der Vleuten, Cees
N1 - Funding Information:
This study is funded by Faculty of Medicine, Universitas Gadjah Mada (Senior Lecturer Research Grants - 2015).
Funding Information:
A dissertation of attachment of medical students learning clinical skills to primary health care centers to prepare for clerkship: 2008-2011. Faculty of Medicine Universitas Gadjah Mada - funded by NPT Project The Netherlands.
Publisher Copyright:
© 2019 The Author(s).
PY - 2019/7/11
Y1 - 2019/7/11
N2 - BackgroundCommunity-based education (CBE) is strategically important to provide contextual learning for medical students. CBE is a priority for countries striving for better primary health care. However, the CBE literature provides little curriculum guidance to enhance undergraduate medical education with the primary health care context. We aim to develop a CBE framework for undergraduate medical education (from macro, meso, and micro curriculum levels) to engage students and teachers with better, more meaningful learning, within primary health care settings.MethodsWe used a grounded theory methodology by interviewing eight medical educationalists and ten CBE teachers, followed with the coding process by sensitizing the concepts of medical education' and primary care', to explore any new concepts. The primary data originated from a developing country where the paradigm of high-quality primary health care is mostly unfamiliar. Three senior researchers from international associations of general practices from different countries provided validation to the results.ResultsWe identified a new framework for a community-based educational program. The micro-curriculum should offer opportunities for small group activities, ranging from simple to complex learning, emphasizing clinical skills, leadership, and teamwork to improve self-directed and collaborative practice. Sufficient role models and constructive feedback within primary care contexts are robust facilitators. For the meso-curriculum, comprehensive coordination on teacher-training and CBE program is needed. To ensure the sustainability of the program, faculty leaders and managers should include the macro-curriculum with a national postgraduate general practice curriculum and provide strong commitment.ConclusionsWe designed a CBE-tree' model for the undergraduate medical curriculum. By using the CBE framework developed in this study, students and teachers may better comprehend the essential of primary health care.
AB - BackgroundCommunity-based education (CBE) is strategically important to provide contextual learning for medical students. CBE is a priority for countries striving for better primary health care. However, the CBE literature provides little curriculum guidance to enhance undergraduate medical education with the primary health care context. We aim to develop a CBE framework for undergraduate medical education (from macro, meso, and micro curriculum levels) to engage students and teachers with better, more meaningful learning, within primary health care settings.MethodsWe used a grounded theory methodology by interviewing eight medical educationalists and ten CBE teachers, followed with the coding process by sensitizing the concepts of medical education' and primary care', to explore any new concepts. The primary data originated from a developing country where the paradigm of high-quality primary health care is mostly unfamiliar. Three senior researchers from international associations of general practices from different countries provided validation to the results.ResultsWe identified a new framework for a community-based educational program. The micro-curriculum should offer opportunities for small group activities, ranging from simple to complex learning, emphasizing clinical skills, leadership, and teamwork to improve self-directed and collaborative practice. Sufficient role models and constructive feedback within primary care contexts are robust facilitators. For the meso-curriculum, comprehensive coordination on teacher-training and CBE program is needed. To ensure the sustainability of the program, faculty leaders and managers should include the macro-curriculum with a national postgraduate general practice curriculum and provide strong commitment.ConclusionsWe designed a CBE-tree' model for the undergraduate medical curriculum. By using the CBE framework developed in this study, students and teachers may better comprehend the essential of primary health care.
KW - Community-based education
KW - Student-centered learning
KW - Experiential-learning
KW - Primary health care
KW - General practice
KW - family medicine
KW - HEALTH-CARE CENTERS
KW - COMPETENCES
KW - EXPERIENCE
U2 - 10.1186/s12909-019-1643-6
DO - 10.1186/s12909-019-1643-6
M3 - Article
C2 - 31296217
SN - 1472-6920
VL - 19
JO - BMC Medical Education
JF - BMC Medical Education
M1 - 258
ER -