Biomedical subjects

B Hamad

Publications and source records attributed to B Hamad.

10 recordsLinked to original sources

PubMed1999

Establishing community-orientated medical schools: key issues and steps in early planning.

OBJECTIVES: To describe briefly the process of early planning and establishment of community-based medical schools with highlights of the key issues and milestones. DESIGN: After outlining some basic concerns and provisos for the Dean and suggested strategies for setting the stage (preparing the ground) for the innovation, three phases of early planning and action steps within each are listed to serve as a guide and a general checklist. SETTING: University of Gezira, Sudan and UAE University, AL-Ain. CONCLUSION: As the curriculum with its implications constitutes the driving force for establishing the schools, it has been given due emphasis and greater share in planning. The communication is concluded with further advice to founding Deans through the proposition of a five-star Dean.

Community Health Centers↗

PubMed1991

Community-oriented medical education: what is it?

The pressing need for this communication has emerged from the author's experience in conducting educational workshops, seminars and meetings for the orientation of health professionals in community-oriented medical education. Many questions are raised and many statements made which clearly indicate that the term 'community-oriented medical education' (COME) is still misunderstood. It carries a different meaning for different people. Many give it their own meaning and attach to it their own interpretations. This has resulted in wide propagation of the wrong concepts to the detriment of promoting the approach. (It is worth noting that 'community medicine' has over the years suffered the same fate. Is it because both terms include the word 'community', which often has a poor image for much of the medical profession?) An attempt is made here to clarify the situation by a process of questions and answers, the questions being those frequently asked as such or posed in the form of statements. They are by no means exhaustive. Seven major such questions are addressed with reference to personal experience and the literature. (1) What do we mean by COME, community-based education (CBE) and community-based learning (CBL)? (2) COME is third-grade medical education producing third-grade graduates and 'barefoot doctors'. (3) COME produces community health doctors/specialists. (4) COME is not scientifically based (based only on soft sciences) and basic sciences are neglected. (5) Graduates from COME programmes are not competent in dealing with patients as they spend most of their time in the community. (6) If it is community-oriented education, then what about the hospital?(ABSTRACT TRUNCATED AT 250 WORDS)

Community Medicine↗

PubMed1988

A combined course of primary health care practice and family medicine at the University of Gezira.

The community-based course presented is a longitudinal course running through four semesters in the Faculty of Medicine, University of Gezira, Sudan. Students combine their regular work in primary health care centres with attachments to a number of families in Wad Medani town. They continue to visit these families regularly throughout their entire medical course with the aim of studying them and helping them with some of their medical and psychosocial problems.

Curriculum↗

PubMed1985

Problem-based education in Gezira, Sudan.

This communication expands on the educational methods presently in action in the Gezira Medical School, Sudan with the aim of posing an approach to problem-based teaching and learning within the context of the limited resources of a developing country. Community-oriented education had been described elsewhere (Hamad, 1981, 1982). The focus in the present paper is mainly on problem-based learning (PBL). After a short review, definition of terms and an outline of the educational method of PBL, a brief description of the methods as applied in Gezira is given, in addition to a description of how the courses are designed and in what form (course design and format). The evaluation system is then outlined.

Curriculum↗

PubMed1982

Interdisciplinary field training research and rural development programme.

The programme outlined is an interdisciplinary activity involving students working as groups in villages. It runs through the educational programme in summer blocks of 6 weeks each. It blends medical education with rural development and it is hoped to develop in students team-work and community orientation as well as research skills. The purpose of the communication is to exchange ideas in this field and hopefully receive some comments and views from readers and at the same time pave the way for support, financial or otherwise.

Community Medicine↗

PubMed1976