COMMUNITY HEALTH COURSE – STUDENT’S EVALUATION

Predmet „Zdravlje u zajednici“ provodi Škola narodnog zdravlja “Andrija Štampar” Medicinskog fakulteta Sveučilišta u Zagrebu od 1952. godine i temelji se na pristupu da je područje djelovanja liječnika zajednica i ljudsko okruženje, a ne samo ordinacija i klinika. Cilj rada je usporedba rezultata evaluacije predmeta “Zdravlje u zajednici“ provedene među studentima neposredno nakon nastave i dvije godine kasnije. Istraživanjem je obuhvaćeno 224 studenata koji su pohađali predmet “Zdravlje u zajednici “ na četvrtoj godini studija akademske godine 2007./08. i 192 studenta (85,7%) iste generacije na šestoj godini studija. Studenti su popunjavali upitnik o aktivnostima tijekom predmeta. Neposredno nakon prakse, od 224 studenta, veliko zadovoljstvo (ocjene 4 i 5) je iskazalo 98% pripremnim i 97% završnim seminarom, 90% organizacijom i 89% sadržajem predmeta terenskim istraživanjem 98%, radom s patronažom 94%, te u obiteljskoj medicini i zdravstvenim odgojem 93%. Rezultati ankete dvije godine kasnije pokazuju i dalje veliko zadovoljstvo ovim predmetom, posebice zdravstvenim odgojem 94%, radom u patronaži i obiteljskoj medicini 92%. Zaključujemo da je praksa u ruralnoj sredini omogućila studentima uvid u organizaciju i djelovanje zdravstvenog sustava, međusektorsku suradnju te socijalno-medicinske determinante zdravlja pa stoga ovaj predmet doživljavaju kao jedno od najljepših i najkorisnijih iskustava tijekom studija.Introduction: Since 1952, Andrija Štampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians’ action are human settlementsand not only consulting rooms and clinics. Aim: The aim of the study was to compare community health course students’ evaluations immediately after attending the courseat the 4th and 6th study years. Subjects and Methods: The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. Results: The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: “… work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life”. Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar, 63% with field research, and 49% with water sampling. Discussion: At some medical schools, there are similar attempts to bring students more closely to life conditions, especially to rural communities. Different schools of medicine in the world have attempted to improve and adapt current curricula towards community-oriented education of medical students during undergraduate study and residency. In some countries, there is also the need of improvement of health care in rural areas. Conclusion: Results of the course evaluation showed that students had recognized the exceptional value of community health course as a whole. They perceived it as the most valuable and most useful experience in their medical study. By participating in local health care and social care activities in rural area, they got an insight into both the health care system and socio-medical determinants of healt