| BRIEF COMMUNICATION |
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| Year : 2010 | Volume
: 23
| Issue : 2 | Page : 366 |
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What Community-based Preceptors Want in Teaching Medical Students: Findings from a Mixed Methods Study
MJ Hashim1, A Prinsloo1, C Leduc1, BA Raasch2, DM Mirza1
1 UAE University, Department of Family Medicine, Faculty of Medicine and Health Sciences, Al-Ain, United Arab Emirates
2 UAE University, Department of Family Medicine, Faculty of Medicine and Health Sciences, Al-AinUAE University, Department of Family Medicine, Faculty of Medicine and Health Sciences, Al-Ain, United Arab Emirates
Correspondence Address:
M J Hashim
P O Box 17666, Al Ain
United Arab Emirates
 Source of Support: None, Conflict of Interest: None  | Check |
PMID: 20853238 
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Context: Clinical clerkships in medical colleges are increasingly relying on teaching by community physicians in ambulatory clinics.
Objectives: The aim of the study was to determine the attitudes and perceptions of community physicians towards teaching medical students at their clinics.
Methods: A focus group discussion with 14 and a survey questionnaire of 23 community-based physicians were conducted.
Findings: The focus group discussion session yielded insight into the expectations of community physicians about student attachments, including: the need for learning objectives; continuity; feedback; ongoing communication; and planned placement of students. The answers to the survey questions showed willingness to teach medical students (mean score = 4.7 on a scale of 1 to 5) and the view that medical students added value to the clinics (mean = 4.4). However, the respondents gave lower ratings to the questions about students being able to independently evaluate patients in the beginning of their clerkship (mean = 3.3).
Conclusions: Community physicians request clear learning objectives, assessment criteria and advance planning for teaching medical students. Clerkship coordinators should ensure ongoing communication with community preceptors in these areas as well as offer recognition of teaching contribution and opportunities for professional development. |
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