Process of Developing of Community Based Medical Education Programme Curriculum in Puducherry, India JA01-JA05
Dr. Kalaiselvan Ganapathy,
Professor, Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital, Madagadipet, Puducherry-605107, India.
We have developed, implemented and evaluated context specific Community Based Medical Education (CBME) programme. The present CBME programme was developed and implemented in villages served by the Rural Health Training Centre (RHTC) of the Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital (SMVMCH), Puducherry, India. It was a programme development and evaluation design consisted of feedback from students, group interview with small group tutors and Focus Group Discussion (FGD) with community members. Five batches consisting of 629 medical students over a period of five years were exposed to the CBME programme. The following steps were used in the process of curriculum development:
Need for a CBME programme: It was observed that students had difficulty in relating health problems with social, economic and environmental conditions. Medical Council of India (MCI) envisions the curriculum to be an active process, student-centred and addressing the needs of the community.
Development of expected outcomes: We reviewed previously published needs-assessment survey and FGD findings from local community. It was followed by Delphi study with experts.
Plan for teaching and learning: In a selected village, students were allotted three to four families for family study and each small group of students were supervised by trained small group tutors.
Feedback to students and faculty reflections: Students were given feedback on their assignments. It was followed by reflections by small group tutors to further improve the teaching programme.
Team formation and training: We formed a team consisting of faculty, post-graduates in community medicine, medical interns, medical social workers and active members of â€˜gram-panchayatâ€™ for implementation and supervision.
Evaluation: Students perceived improved ability to identify health problems and relate them with social, economic and environmental conditions. They learned to interact with local community on common health issues. Community members felt that students could sensitise them to various environmental issues such as mosquito breeding places, stagnation water and waste disposal.