HOW TO TEACH COMMUNITY ORIENTATION IN PRIMARY CARE. Group B. Bled, 2006. CONTENT. Aims of the teaching module Teaching content Learning objectives – two examples Target audience and methods Faculty Case vignettes. Aims of the teaching module. To improve effectiveness of our work
HOW TO TEACH COMMUNITY ORIENTATION IN PRIMARY CARE
1. Community diagnosis
- to define the main items of a CD
- to present a short report (1000 words) of a community overview
- to value and apply the results of a CD as a tool in the daily practice
7. Assessment and evaluation of an intervention
- to explain the importance of assessment and evaluation in relation to interventions
- to find the criteria relevant for assessment and evaluation
- to summarize concrete conclusions of evaluation results
Target audience and methods
S lest – short lecture C diagn – community diagnosis
SG – small groups Data – data collection
Role – role play HNA – health needs assessment
Field – field work Prior – setting priorities
Field work Interv - interventions
Self st self study Ev/ass – evaluation/assessment
Case – case study FG – focus groups
WS – workshops
POL – problem oriented learning
BME – basic medical education
VT – vocational training
CPD continuing professional development
A former employee of the Health Center calls the GP and tells that her 99y old mother is living under terrible and dangerous conditions and insists to send her to a nursing home.
During the home visit the GP sees that the old lady is living in a dirty apartment with her 53y old grandson who is an alcoholic. The neighbours are feeling endangered.
The GP also finds out that they are helping each other and are depending on each other; both refuse the offered help and further GP’s visits.
Within 1 week, 10 patients presented at the GP with pruritus, which was unusual in frequency.
Referral to the dermatologist didn’t yield any diagnosis.
More patients from the same area presented with the same problem.
A common aetiology was suspected.
Tamara Fras Stefan