Evaluation of teaching and learning in family medicine by students: a Sri Lankan experience
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.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.identifier.citation | Journal of Family Medicine and Primary Care. 2015 ; 4(1): 3-8. | en_US |
dc.identifier.department | Family Medicine | en. |
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.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 |
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