Background and Purpose: Before and after the training in community medicine, awareness of community health issues were compared among First-Year-Residents who took part in the postgraduate year (PGY) residency program. Methods: The residents who participated in the PGY programs at a local hospital took part in one month of community medical training, which included community health promotion, community medical team, community public health team, community health center and long-term care. We use constructive polls to evaluate the difference in the awareness of these issues before and after training. The polls included eight community-health issues and these covered areas ranging from woman-child health to elderly diseases. We requested the answerers to allocate within five choices and the results gave rise to a score out of 100. A paired t test was then used to compare the difference in awareness among PGY residents before and after community medicine training. Results: After one month training in community medicine, PGY residents (N=17) regarded community health promotion as a critical factor that had a significant effect on health. Comparing the results before and after the training by paired-t test revealed that there was a significant difference (p<0.1). Conclusion: The time allocated to community medical training is only one month. This results in a problem because there is a need to provide a wide diversity of learning material. In addition, the concepts of public health in theory and practice need to be integrated for the students. Thus the question of how training in community medicine practice is arranged becomes an important issue.
Background and Purpose: Before and after the training in community medicine, awareness of community health issues were compared among First-Year-Residents who took part in the postgraduate year (PGY) residency program. Methods: The residents who participated in the PGY programs at a local hospital took part in one month of community medical training, which included community health promotion, community medical team, community public health team, community health center and long-term care. We use constructive polls to evaluate the difference in the awareness of these issues before and after training. The polls included eight community-health issues and these covered areas ranging from woman-child health to elderly diseases. We requested the answerers to allocate within five choices and the results gave rise to a score out of 100. A paired t test was then used to compare the difference in awareness among PGY residents before and after community medicine training. Results: After one month training in community medicine, PGY residents (N=17) regarded community health promotion as a critical factor that had a significant effect on health. Comparing the results before and after the training by paired-t test revealed that there was a significant difference (p<0.1). Conclusion: The time allocated to community medical training is only one month. This results in a problem because there is a need to provide a wide diversity of learning material. In addition, the concepts of public health in theory and practice need to be integrated for the students. Thus the question of how training in community medicine practice is arranged becomes an important issue.