Jones Peter, Donald Mal
University Department of Rural Health, Faculty of Health, University of Newcastle, Tamworth Rural Referral Hospital, Tamworth, NSW, Australia.
BMC Med Educ. 2007 May 15;7:12. doi: 10.1186/1472-6920-7-12.
To describe and implement a community paediatric placement in a school setting that teaches undergraduate medical students about intellectual disability that provides benefit to the community and is acceptable to both students and teachers.
Twenty six 4th year undergraduate medical students of the University of Newcastle completed their Paediatric studies based in Tamworth in 2004 & 2005 including an 8 week placement at Bullimbal School for Specific Purposes. The placement involved the students being actively involved in assisting with the delivery of a variety of activities aimed at improving the motor skills of a group of disabled children. De-identified data were obtained from completed evaluation surveys from 75% (21 of 26) of the medical students and from 100% (5 of 5) of the teachers.
All students and teachers found the placement was acceptable and enjoyed the placement and felt that it gave the medical students a greater understanding of children with disabilities. 80% (4 of 5) of the teachers involved in the program did not feel that its implementation added to their workload and all were enthusiastic to continue with the program.
Medical students can be effectively taught and have a valuable clinical experience in a school setting to learn about children with a disability. This educational innovation has provided a mutual benefit for both the medical students and the school children who participated in the program without impacting on the workloads of teachers.
描述并实施一项在学校环境中的社区儿科实习项目，该项目旨在向本科医学生传授有关智力残疾的知识，既能使社区受益，又能为学生和教师所接受。
2004年和2005年，纽卡斯尔大学的26名四年级本科医学生在塔姆沃思完成了他们的儿科学习，其中包括在布利姆巴尔特殊目的学校进行为期8周的实习。实习要求学生积极参与协助开展各种活动，旨在提高一群残疾儿童的运动技能。从75%（26名中的21名）医学生和100%（5名中的5名）教师填写的完整评估调查问卷中获取了匿名数据。
所有学生和教师都认为该实习项目是可以接受的，并且喜欢这个实习，觉得它让医学生对残疾儿童有了更深入的了解。参与该项目的教师中，80%（5名中的4名）认为其实施并没有增加他们的工作量，并且所有人都热衷于继续开展该项目。
可以在学校环境中有效地教导医学生，并让他们获得有关残疾儿童的宝贵临床经验。这种教育创新为参与该项目的医学生和学童带来了互利，同时又不影响教师的工作量。
