College of Applied Medical Sciences, King Khalid University, Abha, Kingdom of Saudi Arabia.
Apollo Institute of Medical Sciences and Research, Chittoor, India.
BMC Med Educ. 2021 Dec 23;21(1):626. doi: 10.1186/s12909-021-03069-w.
Intra-regional cultural and linguistic differences are common in low- and middle-income countries. To sensitise undergraduate medical students to the social and contextual determinants of health to achieve the 'health for all' goal, these countries must focus on innovative teaching methods. The early introduction of a Community Orientation Program (COP) as a Community-based Medical Education (CBME) method could be a game changing strategy. In this paper the methods, evaluation, and implication of the COP in an Indian setting are described.
The curriculum of the COP was developed based on the analysis, design, development, implementation, and evaluation (ADDIE) model for educational intervention. In this learner-centric and supervised educational program, the key aim was to focus on developing students' communication skills, observation power and enhancing their motivation for learning through collaborative learning. To meet the objectives of the COP, a situated learning model under the constructivism theory was adopted.
Between 2016 and 2019, 557 students were trained through the COP by visiting more than 1300 households in ten villages. To supplement the students' observations in the community, more than 150 small group discussions, a health education programme for the community and summary presentations were conducted. The students' feedback indicated the need to improve the clinical examinations demonstration quality and increase the number of instruments for clinical examinations. More than 80% of students felt that the program would assist them to improve their communication skills, their understanding of the various socio-demographic factors associated with the common diseases, and it will enable them to respect the local culture during their clinical practice.
Early initiation of the COP as a CBME method in the undergraduate medical curriculum in an Indian setting has shown promising results. Further evidence is required to adopt such a program routinely for under-graduate medical teaching in the low- and middle- income settings.
在中低收入国家，区域内的文化和语言差异很常见。为了使医学生能够认识到健康的社会和环境决定因素，从而实现“人人享有健康”的目标，这些国家必须注重创新教学方法。在印度，将社区定向计划（COP）作为一种以社区为基础的医学教育（CBME）方法提前引入，可能是一种具有变革意义的策略。本文介绍了 COP 在印度背景下的方法、评估和意义。
COP 的课程是根据教育干预的分析、设计、开发、实施和评估（ADDIE）模型制定的。在这个以学习者为中心且有监督的教育计划中，主要目标是通过协作学习，重点培养学生的沟通技巧、观察能力和学习动力。为了实现 COP 的目标，采用了基于建构主义理论的情境学习模式。
2016 年至 2019 年，通过 COP 培训了 557 名学生，他们访问了 10 个村庄的 1300 多个家庭。为了补充学生在社区中的观察，还进行了 150 多次小组讨论、社区健康教育计划和总结报告。学生的反馈表明，需要提高临床检查示范质量并增加临床检查仪器的数量。超过 80%的学生认为该计划将帮助他们提高沟通技巧、对与常见疾病相关的各种社会人口因素的理解，并使他们在临床实践中尊重当地文化。
在印度，将 COP 作为 CBME 方法提前引入本科医学课程中取得了良好的效果。需要进一步的证据来在中低收入国家常规采用这种本科医学教学方法。
