Medical student learning on a distributed training platform in rural district hospitals

 Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts.  The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation.  Final year medical students who ha...

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Bibliographic Details
Published in:African journal of primary health care & family medicine 2024, Vol.16 (1), p.e1-8
Main Authors: Ross, Andrew J, Nkabinde, Thandaza C, Gaede, Bernhard
Format: Article
Language:eng ; por
Subjects:
Biology
Curriculum
Decentralization
disorientating dilemmas
distributed platform
Education, Medical, Undergraduate - methods
Evidence-based medicine
Experiential learning
Family medicine
Family Practice - education
Female
Focus Groups
Global health
Health Care Sciences & Services
Hospitals
Hospitals, District
Hospitals, Rural
Humans
Independent study
Interviews as Topic
Learning
Male
Medical colleges
Medical personnel
Medical students
Medicine
Medicine, General & Internal
Original Research
Patients
Physicians
Primary care
Problem-Based Learning - methods
Professionals
Qualitative Research
Rural areas
School environment
South Africa
student learning
Students
Students, Medical - psychology
Study and teaching
Supervision
Training
transformative learning
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Summary: Decentralising medical school training enhances curriculum relevance, exposing students to generalist patient care in diverse contexts.  The aim of the study was to understand the student experiences of learning during their 7-week Family Medicine rural rotation.  Final year medical students who had completed their Family Medicine rotation in November 2022.  A qualitative study involving 24 final year students (four semi- structured interviews and four focus group discussions [4 x 5 students]). All interviews were recorded, transcribed verbatim and analysed thematically.  Analysis revealed positive learning experiences and identified the following themes: taking responsibility for learning, the generalist context, teaching and learning in context and managing the learning environment.  Active participation in hospital activities, exposure to disorientating dilemmas that challenged assumptions and reflection on these experiences led to transformative learning and knowledge co-construction.Contribution: The study contributes to the discussion and reinforces the advantages of distributed, experiential training, highlighting the positive impact of meaningful participation and transformative learning opportunities.
ISSN:2071-2928
2071-2936
2071-2936
DOI:10.4102/phcfm.v16i1.4539