Keywords: general practice - family medicine, the multidisciplinary department
Background:
The improving the professional education of family doctors does not lose its relevance, which is even more acute during the war in Ukraine, the consequences of the COVID-19 pandemic, and social and environmental instability throughout the world. There are several forms of training for general practitioners, the priorities and shortcomings of which are debated.
Methods:
_to share work experience in training family doctors within the team of teachers of the multidisciplinary department
Results:
The multidisciplinary department of family medicine and outpatient care was created in 2012 with the aim of training general practitioners by the leadership of the P.L. Shupyk National University of HealthCare of Ukraine and with the direct participation of Professor Larysa Matyukha
As a result of the work of the department, which includes scientific and pedagogical workers who, in addition to specializing in family medicine, have training and significant practical experience in various specialties (therapy, pediatrics, cardiology, neurology, otorhinolaryngology, surgery, endocrinology, hematology, gynecology, etc.), the priorities of a multidisciplinary approach within one department were clearly marked, namely:
• A clear attitude of each teacher to the training of the ZP-CM doctor - a conceptual holistic approach that increases the quality of training!
• Reasoned advocacy of the importance and priorities of family medicine in society.
• Simplicity in communication among themselves. Flexibility and creativity of the department's employees in the training of family doctors.
• Possibilities of certain exchange during teaching
• Possibilities of training and teaching trainees at separate optional thematic seminars, workshops with deepening of knowledge and practical skills in the field of related specialties.
• Optimization of clinical work – contacts with practicing doctors, compatible councils, etc
... And the difficulties? Difficulty for head teachers in creating class schedules.
Conclusion(s):
A multidisciplinary approach within one department in the training of general practitioners is effective, modern and promising.
Points for discussion:
A request to colleagues-teachers from other institutions and countries to share their experience, to indicate the priorities and difficulties of the educational process and the form of organization of the pedagogical process used in their institutions.
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