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The first family medicine training programme for medical students in India began at Christian Medical College (CMC), Vellore in 2005 as a two-week programme. Currently, it includes two mandatory and one elective programme along with one to two weeks during the internship. In this study, the authors examined the impact of the mandatory programmes in family medicine through the feedback of medical students and the faculty experience. The aim of the authors was to examine the impact on medical students based on their feedback and the experience of faculty in teaching family medicine. This paper reports a retrospective evaluation based on the feedback of third-year medical students after their mandatory programmes in 2018. The authors collected students' feedback using questionnaires and recorded the faculty experience through a focus-group discussion (FGD) and in-depth interview. Overall attendance of students was 50–60%. About 75% of students who filled in the questionnaire felt the programme to be relevant to their future role as 'Physicians of First Contact'. Faculty felt challenged to balance their role as academics in addition to their clinical responsibilities. However, introducing family medicine principles in the medical curriculum was sensed by the faculty to equip students to manage common clinical conditions effectively. In conclusion students' understanding of the unique status of family medicine to accommodate patients of all ages and problems within a single umbrella health-care system was well discerned by the authors in this study. [ABSTRACT FROM AUTHOR]

Longitudinal clinical placements are increasingly adopted by medical training institutions. However, there seems to be little evidence regarding their implementation in primary care settings in the developing world. This paper explored medical students' perceptions of their learning experiences in longitudinal placements in primary care clinics. The Manchester clinical placement index (MCPI) survey was offered to second-year medical students at the University of Botswana to determine perceptions of their 16 weeks clinical placement in primary care clinics. The MCPI provided data on eight aspects of clinical placements which were analysed to gain insight into students learning experiences while on placement. The eight items in the tool were grouped into four themes, namely, teaching and learning, learning environment, relationships and organisation of placements. Students cited the feedback they received whilst on placement and the learning environment in primary care clinics as aspects of clinical placements which could be improved to enhance their learning experience. For an enriched learning experience in primary care settings in a developing world context, there are critical aspects to be considered. Based on the students' perspective we suggest an approach of how learning in such placements could be enhanced. [ABSTRACT FROM AUTHOR]

While rural background has consistently been the strongest predictor of rural practice, the Australian medical schools have a vital role to play in changing rural intention. Research on rural exposure during medical training has to date resulted in inconsistent findings. The purpose of this paper is to examine what occurs during a short conscripted rural exposure. A post-test self-report questionnaire evaluating the University of Queensland Rural Medicine Rotation eight-week clinical rotation was completed by 1609 domestic medical students from 2007 to 2011. The most effective single learning outcome was students who strongly agree that the rural rotation experience had increased their appreciation of the greater depth of clinical responsibility inherent in rural practice. These students were more likely to indicate that their intention to practise rurally had been positively rather than negatively influenced and more like to indicate they were very encouraged by the experience rather than merely encouraged to practise rurally. The most powerful group of learning outcomes, in positively changing rural intention from a short mandated exposure were aligned with developing an understanding of the context of rural medical practise. These contribute to our understanding of the role rural exposure. [ABSTRACT FROM PUBLISHER]

The article focuses on a study which assess the perception of medical teachers on the flipped classroom approach. It discusses the particular concerns of teachers regarding the amount of work and motivation needed by students. It mentions that teachers were also concerned that students feel that the approach would reduce the tutorials and the approach would not work across range of different medical courses.