Teaching Family Medicine and General Practice


Author: Muhammad Jawad Hashim1

Affiliation: <sup>1</sup> Department of Family Medicine, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, UAE.
Conference/Journal: Korean J Fam Med
Date published: 2022 Mar 1
Other:
 Volume ID: 43   ,  Issue ID: 2   ,  Pages: 93-100   ,  Special Notes: doi: 10.4082/kjfm.20.0223.   ,  Word Count: 249  
    The teaching of family medicine and general practice should aim to develop an appreciation of the unique nature and role of the specialty. Teachers should relate patient cases to the principles of family medicine. These principles include (1) compassionate care; (2) a generalist/holistic approach focusing on the whole person, family, and community; (3) continuity of relationship, i.e., building a patient-physician bond of trust; (4) reflective mindfulness; and (5) lifelong learning. The curriculum, instructional strategy, and assessment should be carefully aligned. Core competencies include patient-centered communication, physical examination skills, clinical procedures, palliative care, humanities in medicine, holistic care, shared decision-making, family therapy, home and community visits, chronic disease care, problem-based documentation, team-based care, data-driven improvement, information mastery, ethics and professionalism, and work-life balance. Family medicine/general practice is defined as the medical specialty that manages common and long-term illnesses, focusing on overall health and well-being. Hence, clerkship schedules should maximize clinical exposure and opportunities for self-reflection. A learner-centered approach should begin with a self-identified inventory of learning needs based on the curriculum; next, these needs should be chosen as topics for student presentations. Teaching methods should include mini-workshops: a combination of didactic lectures and small-group exercises. Individual face-to-face formative feedback should occur at midcourse and culminate in a group reflection on the learning experience. Clinical supervision should gradually decrease as each resident demonstrates safe patient care. Procedure skills training should be closely supervised, formally documented, and constitute about one-fourth of learning sessions.



Keywords: Curriculum; Education; Family Medicine; General Practice; Teaching.



PMID: 35320894 DOI: 10.4082/kjfm.20.0223