AIM: To evaluate the effect of the new fifth-year rural health curriculum developed at Dunedin School of Medicine on the attitudes of students to a career in rural general practice. METHODS: A structured questionnaire was administered to all fifth-year medical students immediately before and after participation in the rural health curriculum at DSM during 2000 and 2001. RESULTS: There were statistically significant positive changes in the students' responses to each question regarding their attitudes towards rural general practice. Students identifying as being of rural origin were more likely to give positive answers both before and after the course. The numbers indicating that they will or probably will enter rural general practice increased from 1.1% (0% (n = 0) of urban and 6% (n = 1) of rural students) to 13% (10% (n = 6) of urban and 22% (n = 4) of rural), pre- to post-course. CONCLUSIONS: Students who identify their origins as rural are more likely to have a positive attitude towards rural general practice as a career choice. However, a rural curriculum can produce attitude changes in students, irrespective of origin. If medical schools wish to assist in addressing the needs of their rural communities they should consider selection of students from rural origin and ensure that rural health plays a significant part in the school curriculum.
AIM: To evaluate the effect of the new fifth-year rural health curriculum developed at Dunedin School of Medicine on the attitudes of students to a career in rural general practice. METHODS: A structured questionnaire was administered to all fifth-year medical students immediately before and after participation in the rural health curriculum at DSM during 2000 and 2001. RESULTS: There were statistically significant positive changes in the students' responses to each question regarding their attitudes towards rural general practice. Students identifying as being of rural origin were more likely to give positive answers both before and after the course. The numbers indicating that they will or probably will enter rural general practice increased from 1.1% (0% (n = 0) of urban and 6% (n = 1) of rural students) to 13% (10% (n = 6) of urban and 22% (n = 4) of rural), pre- to post-course. CONCLUSIONS: Students who identify their origins as rural are more likely to have a positive attitude towards rural general practice as a career choice. However, a rural curriculum can produce attitude changes in students, irrespective of origin. If medical schools wish to assist in addressing the needs of their rural communities they should consider selection of students from rural origin and ensure that rural health plays a significant part in the school curriculum.
Authors: Eva Pfarrwaller; Johanna Sommer; Christopher Chung; Hubert Maisonneuve; Mathieu Nendaz; Noëlle Junod Perron; Dagmar M Haller Journal: J Gen Intern Med Date: 2015-09 Impact factor: 5.128