Draper Catherine, Louw Graham
Department of Human Biology, Faculty of Health Sciences, University of Cape Town, South Africa.
Med Teach. 2007 Jun;29(5):e100-7. doi: 10.1080/01421590701481359.
Research was conducted at the University of Cape Town in South Africa where a new medical curriculum was introduced in 2002. This curriculum is largely problem-based and primary health care (PHC) driven.
To qualitatively explore medical students' perceptions of medicine and doctors and their expectations of studying medicine and practising as a doctor.
A questionnaire was administered to all first-year students (n = 193) that assessed their perceptions of doctors, and their expectations of studying medicine and practising as a doctor. Interviews and focus groups were conducted with purposively selected first-, second-, third- and fourth-year students.
Medical students at the University of Cape Town were found to have generally positive perceptions of medicine and doctors, and depicted the medical profession as one that is very significant because of its influence within society, to the point of being perceived as almost noble. Some of the more challenging and difficult aspects of a career in medicine were mentioned, but these seem to be minor compared to the positive aspects. Some students regarded the medical profession as having a biomedical and curative emphasis, although there seemed to be a strong move towards a more holistic view. However, students expected their degree to concentrate on the biomedical aspects of medicine, and therefore did not expect particular components of their degree, such as the psychosocial component.
Unmet expectations regarding their curriculum seem to be a very significant issue for students. It is therefore important for educators who deliver the curriculum to be aware of and to understand medical students' perceptions and expectations of medicine and doctors, in order to detect and deal with conflict between these perceptions and expectations and what may be an educational institution's 'hidden curriculum'.
研究在南非开普敦大学开展，该校于2002年引入了新的医学课程。该课程主要以问题为基础，并由初级卫生保健驱动。
定性探究医学生对医学和医生的看法，以及他们对学习医学和从事医生职业的期望。
对所有一年级学生（n = 193）进行问卷调查，评估他们对医生的看法，以及对学习医学和从事医生职业的期望。对有目的地挑选出的一、二、三、四年级学生进行访谈和焦点小组讨论。
发现开普敦大学的医学生对医学和医生总体上有积极的看法，并将医学职业描述为因其在社会中的影响力而非常重要，甚至被视为几乎高尚的职业。提到了医学职业中一些更具挑战性和困难的方面，但与积极方面相比，这些似乎是次要的。一些学生认为医学职业侧重于生物医学和治疗，尽管似乎有朝着更全面观点发展的强烈趋势。然而，学生期望他们的学位专注于医学的生物医学方面，因此不期望学位的特定组成部分，如社会心理组成部分。
课程方面未满足的期望对学生来说似乎是一个非常重要的问题。因此，提供课程的教育工作者了解医学生对医学和医生的看法及期望非常重要，以便发现并处理这些看法和期望与教育机构“隐性课程”之间的冲突。
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