| BRIEF COMMUNICATION |
|
| Year : 2015 | Volume
: 28
| Issue : 3 | Page : 205-208 |
|
|
Teaching internal medicine in the community
Sophia Eilat-Tsanani1, M Weingarten2, M Ben-Ami3, Mordechai Dayan4, H Tabenkin5
1 Department of Family Medicine; Clalit Health Services, Northern Region; Faculty of Medicine in Galilee, Bar Ilan University, Bar Ilan University, Ramat Gan, Israel
2 Faculty of Medicine in Galilee, Bar Ilan University, Ramat Gan, Israel
3 Faculty of Medicine in Galilee, Bar Ilan University; Department of Gynecology and Obstetrics, Padeh Medical Center, Poriya, Israel
4 Clalit Health Services, Northern Region, Bar Ilan University1, Ramat Gan, Israel
5 Department of Family Medicine; Faculty of Medicine in Galilee, Bar Ilan University, Ramat Gan, Israel
Correspondence Address:
Sophia Eilat-Tsanani
Department of Family Medicine, Emek Medical Center, Amakim Region Office, Afula
Israel
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1357-6283.178606
|
|
|
Background: Teaching Internal Medicine is mainly hospital-based. Chronic diseases are treated mostly in community-based ambulatory care. This study describes our experience during the first year of teaching Internal Medicine in the community, with a focus on chronic disease management. Methods: This was an observational study describing the content of clinical exposure and the feedback from students after a two-week clerkship in community health centers. Results: Over a period of three months, 54 students spent two weeks in health centers singly or in pairs. The disciplines covered were: Endocrinology, Gastroenterology, Pulmonology, Rheumatology and Geriatrics. In their feedback, the students most frequently noted knowledge acquired in the management of diabetes, infectious diseases and cardiology. The teaching content was determined by the case-mix of patients. The spectrum of conditions was wide. Students who were used to more structured hospital-based study found it difficult to cope with this mode of learning by discovery. Discussion: Future research should concentrate on the transition between the different modes of learning as students move from the hospital to the community setting. |
|
|
|
| [FULL TEXT] [PDF]* |
|
 |
|
