dc.contributor.author |
Ramanayake, R.P.J.C. |
|
dc.contributor.author |
de Silva, A.H.W. |
|
dc.contributor.author |
Perera, D.P. |
|
dc.contributor.author |
Sumanasekera, R.D.N. |
|
dc.contributor.author |
Gunasekara, R. |
|
dc.contributor.author |
Chandrasiri, P. |
|
dc.date.accessioned |
2015-06-03T12:24:33Z |
|
dc.date.available |
2015-06-03T12:24:33Z |
|
dc.date.issued |
2015 |
|
dc.identifier.citation |
Journal of Family Medicine and Primary Care. 2015 ; 4(1): 3-8. |
en_US |
dc.identifier.issn |
2249-4863 (Print) |
|
dc.identifier.issn |
2278-7135 (Electronic) |
|
dc.identifier.uri |
|
|
dc.identifier.uri |
http://repository.kln.ac.lk/handle/123456789/7972 |
en |
dc.description |
In PUBMED |
en_US |
dc.description.abstract |
BACKGROUND: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, SriLanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. METHODOLOGY: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. RESULTS: Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. CONCLUSIONS: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infrastructure facilities for student activities to make it a positive learning experience for them. |
en_US |
dc.language.iso |
en_US |
en_US |
dc.publisher |
Medknow |
en_US |
dc.subject |
General Practice -education |
en_US |
dc.subject |
Curriculum |
en |
dc.subject |
Cross-Sectional Studies |
en |
dc.title |
Evaluation of teaching and learning in family medicine by students: a Sri Lankan experience |
en_US |
dc.type |
Article |
en_US |
dc.identifier.department |
Family Medicine |
en. |