Preparatory graduate professional training in general practice by using the 'experiential learning' framework.

Q1 Medicine Asia Pacific Family Medicine Pub Date : 2018-05-29 eCollection Date: 2018-01-01 DOI:10.1186/s12930-018-0042-1
Mora Claramita, Fitriana Murriya Ekawati, Aghnaa Gayatri, Wahyudi Istiono, Adi Heru Sutomo, Hari Kusnanto, Mark Alan Graber
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引用次数: 8

Abstract

Background: General practitioners (GPs) in Indonesia are medical doctors without formal graduate professional training. Only recently, graduate general practice (GP) is being introduced to Indonesia. Therefore, it is important to provide a framework to prepare a residency training in general practice part of which is to equip GP graduate doctors to deliver person-centered, comprehensive care in general practice. Experiential learning theory is often used to design workplace-based learning in medical education. The aim of this study was to evaluate a graduate professional training program in general practice based on the 'experiential learning' framework.

Methods: This was a pre-posttest study. The participants were 159 GPs who have been practicing for a minimum of 5 years, without formal graduate professional training, from two urban cities of Indonesia (Yogyakarta and Jakarta). A 40-week curriculum called the 'weekly clinical updates on primary care medicine' (WCU) was designed, where GPs met with clinical consultants weekly in a class. The participant's knowledge was assessed with pre-posttests involving 100 written clinical cases in line with each topic in the curriculum. Learning continued with a series of group discussions to gain reflection to reinforce learning.

Results: Participants' knowledge regarding clinical problems in general practice was moderately increased (p < 0.05) after the training from a mean score of 50.64-72.77 (Yogyakarta's doctors) and 39.37-51.81 (Jakarta's doctors). Participants were able to reflect on the principles of general practice patient-care. Participants reported satisfaction during the course, and expressed a desire for a formal residency training.

Conclusions: A graduate educational framework for GP based on the 'experiential learning' framework in this study could be used to prepare a graduate GP training; it is effective at increasing the comprehension of general practitioners towards better primary care practice.

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通过使用“体验式学习”框架进行全科实践的预备研究生专业培训。
背景:印度尼西亚的全科医生(gp)是没有经过正规研究生专业培训的医生。直到最近,研究生全科医生(GP)才被引入印度尼西亚。因此,重要的是要提供一个框架,准备住院医师培训,其中一部分是装备全科医生研究生提供以人为本,全面的护理,在全科实践。在医学教育中,体验式学习理论经常被用来设计基于工作场所的学习。本研究的目的是评估基于“体验式学习”框架的全科医学研究生专业培训计划。方法:采用前-后测试法。参与者是来自印度尼西亚两个城市(日惹和雅加达)的159名gp,他们至少有5年的执业经验,没有接受过正式的研究生专业培训。设计了一个为期40周的课程,称为“初级保健医学每周临床更新”(WCU),全科医生每周在课堂上与临床顾问会面。参与者的知识通过前后测试进行评估,涉及100个书面临床病例,与课程中的每个主题一致。通过一系列的小组讨论继续学习,以获得反思,加强学习。结果:被试对全科医学临床问题的认识适度增加(p)。结论:本研究中基于“体验式学习”框架的全科医生研究生教育框架可用于准备全科医生研究生培训;它在提高全科医生对更好的初级保健实践的理解方面是有效的。
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Asia Pacific Family Medicine
Asia Pacific Family Medicine Medicine-Family Practice
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