Can Fam Physician. 1983 Oct;29:1966-73.
A method of teaching physical diagnosis to second year medical students in an ambulatory family practice setting is described. During tutorial sessions, the tutor demonstrated each step in the physical examination and the students practiced on him or on other students who acted the part of patients. In addition, some newly registered patients in the family practice unit volunteered to allow the students to practice history taking and physical examinations on them. The students then watched the staff physician examine the same patients immediately afterwards. Some of the advantages of teaching physical diagnosis in this way rather than in the traditional ward setting include an emphasis on the practical aspects of family practice; the opportunity for student examiners' to learn from the advice of student patients', and the likelihood that early exposure to family medicine units influences students to pick family medicine as a career. A possible disadvantage is that students are unlikely to see many patients with abnormal physical findings in the family practice unit.
一种在门诊家庭医疗环境中教授二年级医学生进行体格检查的方法如下。在辅导课上，导师演示体格检查的每一个步骤，学生在导师或其他扮演病人的学生身上进行练习。此外，家庭医疗单位的一些新登记的患者自愿让学生对他们进行病史采集和体格检查。然后，学生们立即观看医务人员对同一批患者进行检查。这种教学方法与传统病房设置相比有一些优势，包括强调家庭医学的实际方面；学生“检查者”有机会从学生“患者”的建议中学习；并且学生早期接触家庭医学单位很可能会影响他们选择家庭医学作为职业。一个可能的缺点是，学生在家庭医疗单位不太可能看到许多有异常体格发现的患者。
