Department of Medical Sciences, Faculty of Health Sciences & Veterinary Medicine, University of Namibia, Windhoek, Namibia.
Afr J Prim Health Care Fam Med. 2024 May 9;16(1):e1-e2. doi: 10.4102/phcfm.v16i1.4352.
Workplace-based evaluation is one of the most important, but challenging aspects of medical education. The aim was to improve the assessment of the rural community-based clinical training for undergraduate 3rd and 4th year family medicine students at the University of Namibia (UNAM) and implement a paperless process. An online module was developed on the Moodle platform to include a study guide, an electronic portfolio, and electronic resources (e-books and apps) to replace the current paper version of the logbook. We explored local resources by engaging with students and clinical trainers on how to best conduct the initial implementation. Engagement also entailed motivating students to actively participate in the implementation process. All 3rd and 4th year community-based education end service (COBES) students are now submitting proof of clinical learning electronically with the use of their phones in their online portfolio and using online resources. In addition, students in the practical family medicine module that has been introduced in the 6th year since 2023 are now also using an electronic portfolio and these assessment tools.Contribution: Overall feedback from students and supervisors indicates a positive atmosphere of learning and constructive feedback on performance from all team members, hopefully improving work-based assessments and ultimately patient care. More members of the primary health care team were involved and the carbon footprint has also been decreased.
基于工作场所的评估是医学教育中最重要但最具挑战性的方面之一。目的是改进对纳米比亚大学（UNAM）本科 3 年级和 4 年级家庭医学专业学生的农村社区临床培训的评估，并实施无纸化流程。我们在 Moodle 平台上开发了一个在线模块，其中包括学习指南、电子档案夹和电子资源（电子书和应用程序），以取代目前日志的纸质版本。我们通过与学生和临床培训师合作，探索了如何最好地进行初始实施，利用当地资源。参与还需要激励学生积极参与实施过程。现在，所有 3 年级和 4 年级的社区基础教育结束服务（COBES）学生都使用他们的手机在其在线档案中以电子方式提交临床学习证明，并使用在线资源。此外，自 2023 年以来在第 6 年引入的实用家庭医学模块的学生现在也在使用电子档案夹和这些评估工具。贡献：学生和主管的总体反馈表明学习氛围积极，所有团队成员对绩效提供建设性反馈，有望改进基于工作的评估，最终改善患者护理。更多的初级保健团队成员参与其中，碳足迹也有所减少。
