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Defining generic objectives for community‐based education in undergraduate medical programmes
Author(s) -
Kristina T N,
Majoor G D,
Van Der Vleuten C P M
Publication year - 2004
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2929.2004.01819.x
Subject(s) - medical education , perspective (graphical) , psychology , medicine , computer science , artificial intelligence
Rationale The availability of a framework for the definition of generic objectives for community‐based education (CBE) programmes may assist in the rational design of objectives for specific CBE programmes. Strategy Factors impacting on community health from the perspective of a developing country were collected. Potential assistance from medical students to communities to improve their health status was determined. Competencies required in students to execute tasks in the community were defined and eventually educational objectives to develop these competencies in the students were established. Methods Factors impacting on community health and activities of medical students in CBE programmes were identified by review of literature and Internet resources. Competencies desired for execution of tasks by students and educational objectives to develop these competencies were defined by us and checked against pertinent literature. A draft table representing the 4 elements of the framework was discussed by an international group of experts for external validation. Main outcomes A total of 26 factors impacting on community health were identified and clustered in 5 domains. Twenty‐one generic objectives for CBE programmes were defined to develop the required competencies in students. Analogues of each of these 21 objectives were found in at least 1 publication specifying objectives for specific CBE programmes but none of these publications stated any objective not covered by our list of generic objectives. Conclusion It proved possible to develop a framework to define generic objectives for CBE programmes. An example was elaborated from the perspective of a medical school in a developing country.