Document Type : Letter to Editor
Authors
1 Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
2 Research Center for Health Services Management, Institute for Futures Studies in Health, Kerman University of Medical Sciences
Abstract
Community-based medical education (CBME) represents a pedagogical shift where medical trainees develop professional competencies in primary care clinics, rural health centers, and public health settings rather than solely in tertiary hospitals. This model prioritizes population health, preventive care, and holistic patient management, aligning medical training with national healthcare needs. Globally, CBME has been shown to improve students’ clinical and communication skills, deepen their understanding of the social determinants of health, and address health inequities in underserved areas. Integrating learning experiences in both rural and urban community settings is crucial for developing therapeutic patient-doctor relationships and enhancing social accountability. Community-based medical education (CBME) represents a pedagogical shift where medical trainees develop professional competencies in primary care clinics, rural health centers, and public health settings rather than solely in tertiary hospitals. This model prioritizes population health, preventive care, and holistic patient management, aligning medical training with national healthcare needs. Globally, CBME has been shown to improve students’ clinical and communication skills, deepen their understanding of the social determinants of health, and address health inequities in underserved areas. Integrating learning experiences in both rural and urban community settings is crucial for developing therapeutic patient-doctor relationships and enhancing social accountability.
Keywords
Main Subjects
)