Bhattacharrya Himashree, Medhi Gajendra Kumar, Pala Star, Sarkar Amrita, Kharmujai Ophelia Mary, Lynrah Wallambok
Department of Community Medicine, North Eastern Indira Gandhi Regional Institute of Health and Medical Sciences, Shillong, Meghalaya, India.
J Educ Health Promot. 2018 Dec 28;7:161. doi: 10.4103/jehp.jehp_153_18. eCollection 2018.
It has been perceived that there is a lack of community exposure and active learning in the community for the first-year undergraduates in Community Medicine. This study is designed to evaluate an early community exposure given to the students to help overcome these lacunae.
In this study, the first-year students ( = 44) were provided an early community exposure and evaluated to understand their perceptions by a prevalidated, pre- and post exposure questionnaire. The community exposure was given to the students by allocating them families in community with designated tasks A core group of mentors monitored the students and scored the students on every visit. Attendance of students, scores marked by the mentors, and pre- and postexposure responses were used to evaluate the impact of community exposure.
A total of 44 students were evaluated in this study. A total of 22 h (36.6%) were dedicated to community-based learning in the 1 year. A positive response was observed in the postexposure responses with regard to the understanding of the subject and interest in the subject in comparison to preexposure responses ( < 0.05). A statistically significant difference was observed in the first and final visit scores by the mentors with respect to communication skills, elicitation of history, team spirit, and attitude toward community ( < 0.00001).
Students were exposed to the concept of community service and inculcated an interest in public health. Early community exposure of medical undergraduate students is important in developing better working skills in the community.
人们已经认识到，社区医学专业的一年级本科生在社区中缺乏社区接触和主动学习的机会。本研究旨在评估给予学生的早期社区接触，以帮助克服这些不足。
在本研究中，为44名一年级学生提供了早期社区接触，并通过一份经过预验证的接触前和接触后问卷对他们的认知进行评估，以了解他们的看法。通过为学生分配社区家庭并指定任务，让他们进行社区接触。一组核心导师对学生进行监督，并在每次访问时对学生进行评分。学生的出勤情况、导师给出的分数以及接触前和接触后的回答被用来评估社区接触的影响。
本研究共评估了44名学生。在这一年中，共有22小时（36.6%）用于基于社区的学习。与接触前的回答相比，接触后的回答在对该学科的理解和对该学科的兴趣方面呈现出积极的反应（P<0.05）。导师在首次和最后一次访问时对学生的沟通技巧、病史询问、团队精神和对社区的态度评分存在统计学上的显著差异（P<0.00001）。
学生接触到了社区服务的概念，并培养了对公共卫生的兴趣。医学本科生的早期社区接触对于在社区中培养更好的工作技能很重要。
