Nimkuntod Porntip, Kaewpitoon Soraya, Uengarporn Naporn, Ratanakeereepun Karakad, Tongdee Pattama
J Med Assoc Thai. 2015 May;98 Suppl 4:S64-70.
Early introduction to clinical medicine program was use as medical curriculum, Suranaree University since 2007. Today, medical students are learning introduction to patient contact, communication skills and clinical examination in the pre-clinicalyears with the purpose ofgaining early clinical experience.
Investigation for pre-clinical students and clinical facilitators' perception through early introduction to clinical medicine.
Third-year medical students were enrolled in the introduction to clinical medicine coursefor 2 weeks. Questionnaires for student andfacilitator versions were distributed to 60 students and 21 facilitators. In the analysis, both t-test analysis and bivariate analysis for mean difference were used, statistical significant p < 0.05.
Sixty students (participation rate 100%) and 16 `facilitators (participation rate 76%) completed the questionnaire. Differences in perception between medical students and facilitators were found in domains of professionalism, facilitator's perception were greater than medical students in medical profession were (4.5 vs. 3.87, p = 0.03), domain that medical student's perception were greater than facilitator's in encouragement was (3.95 vs. 3.25, p < 0.01) and pressure in learning environment (3.92 vs. 3.12, p < 0.01). No learning gaps of facilitators and medical students in the other domains ofcognitive, interpersonal skills, ethics, learning, teacher preparation and social environment and overall stratification were identified.
The students experienced the course as providing them with a valuable introduction to the physician professional role in clinical practice. In medical students' perception, they often experienced encouragement and the learning environment more so thanfacilitators did. Overall stratification was good in perception of facilitators and medical students.
自2007年以来，诗纳卡琳威洛大学将早期临床医学导论课程用作医学课程。如今，医学生在临床前阶段学习与患者接触、沟通技巧和临床检查的导论，目的是获得早期临床经验。
通过早期临床医学导论调查临床前学生和临床指导教师的看法。
三年级医学生参加为期2周的临床医学导论课程。向60名学生和21名指导教师发放了学生版和指导教师版问卷。在分析中，使用了t检验分析和均值差异的双变量分析，统计学显著性p<0.05。
60名学生（参与率100%）和16名指导教师（参与率76%）完成了问卷。医学生和指导教师在专业精神领域的看法存在差异，指导教师对医学职业的看法高于医学生（4.5对3.87，p = 0.03），在鼓励方面医学生的看法高于指导教师的领域（3.95对3.25，p<0.01）以及学习环境中的压力方面（3.92对3.12，p<0.01）。在认知、人际技能、伦理、学习、教师准备和社会环境以及总体分层的其他领域，未发现指导教师和医学生存在学习差距。
学生们认为该课程为他们提供了对临床实践中医师专业角色的宝贵介绍。在医学生的认知中，他们比指导教师更常体验到鼓励和学习环境。指导教师和医学生在总体分层方面的看法良好。
