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CBME: Community Based Medical EducationMedical education most commonly occurs within universities and tertiary teaching hospitals. Evidence is emerging that a community setting may provide students with a better medical education during the clinical years of their training. The material presented here seeks to analyse the strengths and weaknesses of educating doctors in a community setting. It explores the role of clinical, institutional, social and personal relationships in developing a framework for describing quality in community-based undergraduate medical education.
This model is proposed as a valid framework for articulating the important principles in CBME, and describes why community-based medical education is such an attractive alternative. Relationships do matter! These relationships are represented by the four intersecting axes of the diagram:
These axes are interdependent. The quality of the whole is more than the sum of the parts when they are integrated with integrity. Click the coloured sections of the diagram to further explore each axis. This material is based on two papers by Prof Paul Worley which themselves draw on the wisdom and hard work of many other researchers in the field of medical education.
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It describes four key relationships, the four Rs,
in which the medical student must be immersed to facilitate high
quality learning. These four Rs are the relationships
between|
Updated June 13, 2007 |