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Introduction to Clinical Skills : A Patient-Centered Textbook by Mark B. Mengel
Your purchase benefits world literacy! Mengel; Editor-Scott A. Fields Springer, Brand New. Printing in English language. We may ship the books from Asian regions for inventory purpose. Edition : U. Mengel Editor , Scott A. Fields Editor Springer, In the end of the discussion students will likely to formulate learning goals that are leaned towards diseases than illnesses as guided by tutors who have been guided by the learning objectives. Teachers in earlier year are mostly come from pre-clinical departments and are general practitioners. However, more than half of scenarios in the first year are leaned towards basic medical sciences of anatomy, physiology and biochemistry than to understand a family as a unit of care.
Therefore, in three years of basic medical education, general primary care principles are likely insufficiently covered. Our observations on several actual learning outcomes of tutorial discussion formulated by students of academic year 3 showed limited attention to patient-centered care values. Most of actual learning outcome emphasized diagnosis and treatment establishment, without touching doctor - patient and their family - interaction.
However, this observation was limited in number to be included in this study. Another study in the area of effective communication showed that doctors in a teaching hospital rarely respond to patients' concern but mostly did brief diagnosis establishment and prompt treatment [ 23 ]. Further study on our community based program showed that students had difficulties in working with health workers and lay people in the area of interpersonal skills and inter-professional skills [ 24 ].
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Thus, the current undergraduate orientation towards family medicine is ineffective. We assumed that if we included year 4 tutorial discussions that will be no significance change to our findings.
This raises the concern of unmet educational goal of patient-centered care in later years of study. Moreover, year 5 and 6 are clinical rotation stages which are department based without a family medicine department. A medical doctor trained in this context of the study may have difficulty framing the problem of one of the patient's concern rather than a simple disease to be cured. Therefore, a clear distinction between studying basic medical sciences, studying general clinical medicine, and studying hospital-based clinical sciences is needed in the context of this study [ 25 , 26 ].
One of limitations in this study is that we analyzed a curriculum of only one medical school in Indonesia. However to our knowledge, this medical school leads many medical institutions in curriculum reformation. Another limitation was that only one method of discourse analysis performed. A more multifactorial methodology may leads to improved comprehension of the curriculum and prospectus modification [ 27 ]. The other limitation was that all GPs as coders in this study were not trained in a formal general practice specialization program, due to the fact that there is not such a program in Indonesia.
The comprehension of the patient-centered principles could therefore be superficial. Studies in students' actual learning outcomes and students' assessment concerning patient-centered care values are essential following this study. Basic sciences should also view such cases from a general primary care medicine point of view which is different from hospital-based clinical perspectives. More community based educational approaches may help to sensitize medical students to be aware of different types of health problems in family, community and hospitals.
Community based educational strategy had been proven to help students and teachers to understand the comprehensive care and continuous care principles [ 29 ]. By learning at the community settings, students are likely to perform direct observations of health care access, listening and responding to persons' concern, assisting people through various levels of preventions, seeing clinical cases from variation of clinical stages, working with people from different background and many more benefits help them sensitive with patient-centered care values.
The current basic medical education curriculum in Indonesia that is supposed to be oriented towards family medicine has not succeeded.
We recommended appropriate patient-centered care training for medical students to be more sensitive to patients' problem. Proper undergraduate and postgraduate training on primary care practice with community based educational approaches are required. Alma Ata: World Health Organization; Srilanka: World Health Organization; Geneva: World Health Organization; Singapore International Foundation; McGraw-Hill; Oxford University Press; Jakarta: Indonesian Medical Council; Jakarta: Ministry of National Education; Academic Medicine , — Elsevier Ltd; Medical Education , — Finucane P, Nair B: Is there a problem with the problems in problem-based learning?
Lessons from Problem Based Learning. Oxford: Oxford University Press; Murakami M, Kawabata H, Maezawa M: The perception of the hidden curriculum on medical education: an exploratory study. Asia Pacific Family Medicine , 8: 9.
Introduction to Clinical Skills a Patient Centered Textbook by Mengel Mark B Fields Scott a
Lempp H, Scale C: The hidden curriculum in undergraduate medical education: qualitative study of medical students' perception of teaching. BMJ , —3. Maastricht: UM Press; In Faculty of Medicine. Yogyakarta: UGM Press; London: Routledge; London: Routledge Pub; Blommaert J: Discourse. Cambridge: Cambridge University Press; N Engl J Med , 26 — Wibowo F, Claramita M, Prabandari YS: Effect to the community: a community based approach of medical students communication skills training.
Medical Education , Jakarta: Ministry of Health; Education for Health , 15 3 — Download references. Correspondence to Mora Claramita. Non-financial competing interest: The authors declare an academic competing interest of teaching family medicine with patient-centered care approaches for both undergraduate and postgraduate medical education. MC designed this study and wrote the first draft of this paper.
MC and ADS were two of the three coders. MAG provided advices on the content of patient-centered care in family medicine.
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AS contributed advices on the content of curriculum-discrepancy and guided the process of scientific writing. All four authors discussed and revised the first draft until the final version to be submitted. This article is published under license to BioMed Central Ltd. Reprints and Permissions. Claramita, M. Are patient-centered care values as reflected in teaching scenarios really being taught when implemented by teaching faculty? A discourse analysis on an Indonesian medical school's curriculum. Asia Pac Fam Med 10, 4 doi Download citation.
Search all BMC articles Search. Research Open Access Published: 25 April Are patient-centered care values as reflected in teaching scenarios really being taught when implemented by teaching faculty? Abstract Background According to The Indonesian Medical Council, , Indonesian competence-based medical curriculum should be oriented towards family medicine.
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