Purpose The introduction of community-based medical education would help improve the quality of primary care. This paper suggests learning objective s and an educational program for community-based medical education.
Methods The educational program was developed in a 1-day consensus workshop. Twenty experts, including faculty members from family medicine department of a college of medicine in Seoul and community-based preceptors, participated in the program. A needs-assessment survey was conducted among community-based preceptors before the workshop. Through this workshop, we derived learning objective s and a standardized curriculum for community-based medical education.
Results In the questionnaire before the workshop, community-based preceptors voiced concerns over the program’s potential costs and the time required for teaching. The learning objective s and educational programs derived from the workshop’s consensus were consistent with the characteristics of the primary care. Based on the results of this workshop, the joint expert team developed a standard educational program on two core topics: clinical teaching and mentoring.
Conclusion From this curriculum development process, participants could construct a more standardized curriculum for community-based medical education. Future studies are needed to evaluate the long-term outcomes of these educational programs, such as the learners’ satisfaction and achievement.
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PURPOSE Medical students must be taught community medicine to understand common community-wide health problems and develop the skills that are needed to solve them. In this study, community-oriented primary care (COPC) projects were undertaken by premedical students in a community medicine course, and their experience was assessed.
METHODS We analyzed the final reports of 570 premedical students who completed their community group projects from 2000 to 2012.
RESULTS Eighty-nine community projects were completed by the students. The average number of students per project was 6.3 (range, 3-9). The total number of project themes was 39.
Sex education for high school students, guidance on learning for low socioeconomic children, and education on smoking cessation for high school students were the most frequently selected topics. The most common subjects in the projects were high school students, preschool children, elderly people, and hospice patients. With regard to methodology, the students administered questionnaires in 58 cases and held health education programs in 48 cases. In 42 cases, students used social welfare-related community resources. In their final reports, many students felt that an understanding of their identities as future physicians and of the health care and social welfare systems was meaningful.
CONCLUSION Premedical students' experiences in COPC projects varied and were positive. Teaching community medicine in a premedical course increased students' confidence with their future role as compassionate, socially responsible physicians and their understanding of community resources in a health care network.
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Current status and needs of community-based practice in public healthcare institutions among Korean medical schools: a cross-sectional study Songrim Kim, Bongeun Cha, Sun Young Kyung, So Jung Yune, Kyung Hye Park, Kwi Hwa Park Journal of Yeungnam Medical Science.2025; 42: 21. CrossRef
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Key themes of community-oriented primary care projects from a longitudinal, rural interprofessional health professions curriculum (1997–2023) Hana E. Hinkle, A. Brianna Sheppard, Kara Fess, Heidi R. Olson, Elizabeth Squires BMC Medical Education.2024;[Epub] CrossRef
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Evaluation of an extracurricular program for students interested in rural and public health Do-Hwan Kim, Ah Reum An, Eun Jeong Kim, Jong-Koo Lee, Seung-Hee Lee Korean Journal of Medical Education.2017; 29(2): 111. CrossRef
BACKGROUND In family practice residency program, education of common health problems in community primary care is the most important. This study was performed to evaluate whether the trainees of current tertiary hospital family practice residency programs could sufficiently experience common health problems in community primary care.
METHODS Each of three conveniently chosen tertiary hospital family practice centers in seoul was matched with one family practice clinic by its location. Whole patients visited the three family practice clinics on one specific day of June, 2001(primary care group) and the patients seen by the trainees of tertiary hospital family practice residency programs(tertiary care group), whose number was the same as that in matched family practice clinic, were included in this study. Demographic and clinical characteristics were obtained.
RESULTS In primary care group, the proportions of patients younger than 15-year(31.62%) or older than 65-year(21.79%) were significantly higher than those in tertiary care group.
Laboratory tests(34.24%:2.99%) and referral(11.79%:0.85%) were significantly more common in tertiary care group. The most common health problem assessed by physician and chief complaint of patients in primary care group was respiratory illness, while digestive illness was the most common in tertiary care group.
CONCLUSION Age distribution, performance rate of laboratory tests and referral, chief complaints, and the health problems in primary care group were significantly different from those in tertiary care group. Trainees in family practice residency program needs to be provided more chances experiencing common health problems in community primary care.
As the health care system continues to evolve, there will be a shift in the care that physicians are asked to provide: from high-tech to patient-centered, from treatment-focused to prevention-focused. To improve the health of communities, health providers need to apply skills beyond those contained in the traditional biomedical model and must strive to encompass the community-based public health model.
Physicians must function effectively within a multidisciplinary team in order to provide optimal health care in a setting of complex needs which far exceed the capacity of any one health discipline to address adequately.
Students need first hand experience working with population issues in all learning settings - the hospital, the clinic and the community - to stimulate their interest in a population perspective. The medical education community needs to search for innovative, creative approaches to help the students develop the knowledge skills, and attitudes to practice.
Community-oriented primary care (COPC) addresses the need to train practitioners in primary care practice that is community-responsive and that includes a public health perspective. It helps bridge the gap between academic medicine and the community it is designed to serve while fostering linkages among providers and community groups. It provides the structure for the various members of a public health team, often isolated from one another within their own institutions, to share ideas that focus on the need for integrity and simplicity in a community- responsive health care system. But perhaps most importantly, it restores the social contract between medicine and society.
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Comparison of Medical Students' Satisfaction with Family Medicine Clerkships between University Hospitals and Community Hospitals or Clinics Eal Whan Park Korean Journal of Family Medicine.2016; 37(6): 340. CrossRef
Premedical students' experiences in community-oriented primary care Eal Whan Park Korean Journal of Medical Education.2013; 25(3): 229. CrossRef
There have been quite active discussions on the revision or improvement of medical education curriculum recently more than ever before in Korea influenced by the results of the National Medical Licens ing Examination for the last 2 years and consequently attempts to revise medical education curriculum became in vogue. Efforts to improve curriculum further became imperative with the introduction of university grade evaluation scheme. But, there appears quite a big discord or confusion in the real broad meaning of curriculum improvememt since curriculum changes mainly aim at raising the passing rate of the medical school graduates in the National Medical Licensing Examination in most cases.
It is quite obvious that the main purpose of the National Medical Licensing Examination and the national university grade evaluation scheme is to produce medical doctors who are capable of performing primary health care and this purpose also meets the policy guidelines of the WHO. It, therefore, is very clear that the curriculum revision or improvement should not be focused on or aimed at only raising the passing rate of the medical school graduates in the National Medical Licewnsing Examination as it only has a very narrow sense of meaning.
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