Undergraduate tuition in Family Practice was fully instituted for the first time in South Africa at the University of Pretoria in 1977. Until recently medical teaching was confined to the various specialties and only patients admitted to teaching hospitals were available for teaching purposes. The general practitioner seemed about to disappear from the medical scene, particularly in highly developed countries such as the USA.
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4.10 Family Practice as a Part of Undergraduate Medical Traning in South Africa. c.j. Reitz
Undergraduate tuition in Family Practice was fully instituted for the first time in South Africa at the University of Pretoria in 1977. Until recently medical teaching was confined to the various specialties and only patients admitted to teaching hospitals were available for teaching purposes. The general practitioner seemed about to disappear from the medical scene, particularly in highly developed countries such as the USA.
Undergraduate tuition in Family Practice was fully instituted for the first time in South Africa at the University of Pretoria in 1977. Until recently medical teaching was confined to the various specialties and only patients admitted to teaching hospitals were available for teaching purposes. The general practitioner seemed about to disappear from the medical scene, particularly in highly developed countries such as the USA.
Family Practice as a Part of Undergraduate Medical Training in South Africa C. J. REITZ SUMMARY Undergraduate tuition in family practice was fully insti- tuted for the first time in South Africa at the University of Pretoria in 1977. Students in the 2nd - 5th years of study are taught the various aspects of family medicine and practice management by means of formal lectures and practical clinical work. The teachers are all general practitioners, most of whom hold a higher degree in family practice. In addition, each student spends at least 1 week with a practitioner in general practice. In Pretoria the outpatient and casualty departments of the two teaching hospitals are run by the Department of Family Practice. Large numbers of patients who would not be seen in the wards are thus made available for teaching purposes, and the standard of service to patients is improved. Until recently, medical teaching was confined to the various specialties and only patients admitted to teach- ing hospitals were available for teaching purposes. As less than 1% of persons reporting sick are admitted to hospital, inpatients are not representative of the disease profile seen in genera! practice. Undergraduate medical training in family practice could be further improved by more participation in the teaching programme by experienced general practitioners in active practice. S. Afr. med. l., 57, 461 (1980). Ever-increasing scientific advances in all fields of medicine during the past 3 decades have resulted in a tendency t? specialization and subspecialization. The general practi- tioner seemed about to disappear from the medical scene, particularly in highly developed countries such as the USA but the exorbitant costs of specialized services make it im'possible to provide them for the whole community, even in the richest countries. In addition, there remains a need for the family doctor who knows the patient intimately and can treat him as a whole. In most Western countries it has been realized that special training is required to produce a competent general practitioner. Countries such as the USA and UK, Canada and Austra- lia have taken the lead during the past 20 years in esta- blishing departments of family practice at universities to provide undergraduate and postgraduate training. In South Africa the first training programme in family practice, offering a postgraduate course for a Master's degree in Department of Family Practice, University of Pretoria C. ]. REITZ, M.B. CH.B., M. PRH. 1>1ED., Associate Professor Paper presented at the 52nd Congress of the Medical Association of South Africa, Durban, J6 21 July 19?9. family practice' and making a limited start in under- graduate teaching was instituted by the University of Pretoria in 1967. This was gradually expanded, and in ] 977 the Department of Family Practice was fully esta- blished and is now integrated into all facets of under- graduate teaching. In 1978 departments of family practice were established at the University of the Orange Free State and at Medunsa. The Faculty of General Practice of the College of Medicine of South Africa has also promoted teaching and examination in family medicine. The Teaching Programme in Family Practice at the University of Pretoria Since 1977, undergraduate teaching in family practice has been incorporated into the curriculum from the 2nd to the 5th years of study. The professors and senior lecturers in the Department were previously either general practitioners in private practice or were engaged in other forms of primary medical care. They are in possession of higher degrees in family practice. The casualty and out- patient departments of the two teaching hospitals have been staffed by lecturers from the Department of Family Practice, who are mainly concerned with practical teach- ing in the clinics, since 1977. Although many of these doctors have not been in private practice, several of them are engaged in postgraduate study if family practice. General practitioners in active practice are occasionally invited to lecture to the students on subjects such as the general practitioner's daily routine and the typical disease profiles encountered. Theoretical Teaching A total of 110 lectures is gi ven during the 2nd - 5th academic years. Lectures in the 2nd year start with an orientation course which includes the definition and scope of family medicine, followed by a course in applied first aid. The course is completed within the first semester. Lecture subjects in the 3rd year include ethics, com- munication with the patient the doctor-patient relation- ship and sports medicine. are co-ordinated with lectures in the basic subjects. When students have com- pleted lectures in the anatomical pathology of a specific system, they are taught how to recognize and deal with the relevant diseases in their early stages. Early recog- nition of disease, early treatment and preventive mea- sures by general practitioner are stressed, and the com- monest diseases seen in general practice are discussed. In this way an attempt is made to upon the student the importance of the basic sciences and their relation to the patient's problems. 462 SA MEDICAL JOURNAL 22 March 1980 - During their 4th year students are taughr .J10W to deal with unselected patients. The lecture programme includes history-taking, clinical examination and evaluation, re- ferral of patients and clinical record systems. Students are taught the principles of practice management, which in- clude entrance into practice, practice organization, the planning of consulting rooms and the choice of equipment, the value of ancillary personnel, book-keeping and finance, and management of a dispensing practice. Students are also expected to be cognizant of the composition and functions of the South African Medical and Dental Council, the Medical Association of South Africa, and ethical principles and legal aspects of importance to the general practitioner. From 1980 the first group of 5th year students will be included in the lecture programme. Lectures will deal with problems encountered in private practice, counselling skills, patient management, problem-solving and family care. Practical Instruction Practical instruction is provided by the following services: The casualty and outpatient departments of the two teaching hospitals. Instruction at the casualty and out- patient departments is started in a limited way during the 2nd and 3rd years of study. During the 4th year groups of students rotate through the morning clinics of the various disciplines, including family practice. At the casualty and outpatient departments one or two students work with each doctor. They are instructed in history- taking and the physical examination of unselected patients and are taught how to record the relevant facts concisely according to a specially designed, problem-orientated, clinical record system. In addition they are taught practi- cal procedures, and are invited to discuss the choice of special investigations and therapy. They are encouraged to become familiar with the trade names of drugs in general use. At the one hospital students also see patients admitted to the short-stay ward of the Department of Family Practice. Small groups of students. are required to attend 3- hourly sessions during weekends at the casualty depart- ments and the Family Practice Clinic where non-trauma patients are treated after hours. In the casualty depart- ments students practice mouth-ta-mouth or mouth-to-nose ventilation, external cardiac massage and intubation on life-sized models. The suburban polyclinic. This clinic was established by medical students and is administered by a student com- mittee. It operates on week nights. Medical students in the 4th and 5th years of study examine and treat the patients under the supervision of a medical practitioner. Second-year students are responsible for immunizations, while 3rd year students perform laboratory examinations and dispense medicine under the supervision of a pharma- cist. Preceptorship. During the 4th year of study each student is required to spend at least a week with a general practitioner in private practice. The practitioner's services are voluntary. The student is required to submit a report and commentary on his experiences. Homeland hospitals. Students are encouraged to work in homeland hospitals during vacations. This valuable practical training is, however, purely elective. Evaluation of Students During all 4 years of study, written tests are used to assess the student's theoretical knowledge. In addition marks are assigned for practical work and for the report submitted on the preceptorship. . DISCUSSION In the past, undergraduate medical education was under- taken exclusively by specialists in particular fields, and only patients admitted to hospitals were available as teaching material. Patients admitted to hospital comprised less than 1% of all people reporting sick and were there- fore not representative of the disease profile seen in general practice! Such patients usually have advanced disease, and students do not become familiar with the early signs and symptoms which they will encounter in general practice. In addition, the tendency in under-' graduate teaching has been to place undue emphasis on rare and unsual diseases which, if encountered in private practice, would automatically be referred to specialists. As most students will eventually go into gener,al practice, provision must be made for this by including the subject in the teaching programme. An attempt is being made to correct this previous deficiency; students are taught how to deal with unselected patients, and the importance of good history-taking is stressed. An investigation in the UK showed that the correct diagnosis could be made' in about 80% of new patients on a good history alone: Attendance at clinics at the outpatient departments brings the students into contact with unselected patients such as will be encountered in general practice. They are made aware of the need for accuracy and speed in order to arrive at the correct diagnosis in the shortest possible time. Special methods of history-taking and examination are required when coping with a large number 'of patients in a limited period of time. Students are malie aware of the expense of special examinations and medi- cines and are taught how Jo be selective in choosing them. When groups of students are kept small in these clinics, it is also possible for the student to become aware of the importance of the doctor-patient relationship and how to communicate with patients. The incorporation of the oJJtpatient and casualty de- partments into the Department of Family Practice has practical advantages for the patients as well. The service to patients is improved because of higher academic standards and better organization. In order to educate students in the art and science of family practice, experienced and competent general prac- titioners must be available to give ler:tures and practical instruction. This will of necessity be on a part-time basis. In the future planning of undergraduate teaching in family practice special attention should be paid to the 22 Maart 1980 463 inclusion of general practitioners in active practice in the teaching programme:" Experience in countries such as the UK and the Netherlands, where general practitioners are employed part-time to instruct students, can provide useful future guidelines. Our experience in Pretoria has indicated that the preceptorship system is very valuable. We should aim to produce family practitioners of the calibre defined by Rutledge 6 as follows: 'A general practi- tioner is one who has a high degree of competence in the practice of medicine over a broad field and in sufficient depth to treat his patient and/or keep him well in all situations. He must always recognize and acknowledge Geneial Pl'actice the need for consultation or advice from his specialist colleagues whenever, in his judgement, such a course is desirable in the best interest of his patient.' Undergraduate instruction in family practice is a modern trend in medical training in South Africa directed at achieving these aims. REFERE 'CES J. Reitz, C. J. (1978): S. Afr. med. J., 54, 923. 2. Schmidl, D. D. (1977): J. Fam. Pract., 5, 401. 3. Hampton, J. R., Harrison, M. J. G., Milcbell, J. R. A. el at. (1975): Brit. med. J., 2, 486. 4. Van Wyk. F. (1966):: S. Afr. med. J., 33, 744. 5. Relief, F. P. (1978): Ibid., 54, 889. 6. RUlledge, N. (1971): Med. J. Aust., 2, 212. Clinical Anatomy of the Umbilicus T. COETZEE SUMMARY The diagnostic value of the appearance of the umbilicus in a wide range of conditions is discussed. Umbilical sepsis, tumours, fistulas, developmental anomalies and hernias are described, and the embryology of related structures is outlined. S. Afr. med. l., 57, 463 (1980). 'Every time an abdomen is examined the eyes of the clinician, almost instinctively, rest momentarily on the umbilicus.' Hamilton Bailey POSITION AND APPEARANCE Typically the umbilicus is at the same level as the highest point of the iliac crest, i.e. at the 3rd - 4th lumbar disc. This point is almost equidistant along the line joining the Department of Anatomy, University of Cape Town T. COETZEE, M.D., CH.M., F.R.C.S., F.C.S. (S.A.), M.R.C.P., D.P.H., D.l.H. Date received: 6 August 1979: tip of the xiphoid process and the top of the symphysis pubis. The position is, however, variable and unreliable as a landmark. The umbilicus is normally above the mid- point between the top of the head and the soles of the feet; in achondroplasia it is below this point. If the abdomen is distended as a result of a pregnant uterus, the umbilicus is displaced up\vards; ascites will cause down- wards displacement (Tanyol's sign). The skin in the umbilical area drains upwards to the lymph nodes in both axillae, and downwards to both groins. The prominence of the umbilicus and the depth of the umbilical pit (cicatrix) are extremely variable. A bluish tinge may be noticeable at the umbilicus and the sur- rounding skin in cases of ruptured ectopic pregnancy (Cullen's sign, umbilical 'black eye'), while a yellow tinge is sometimes observed in acute pancreatitis. Intra- peritoneal rupture of a hydatid cyst may result in a dirty greeni h stain of the umbilicus. Visible veins are often seen, arranged radially from the umbilicus. Normally the blood flow is upwards in the veins above the umbilicus, downwards in those below. In portal vein obstruction this direction of flow is unchanged, but in obstruction of the inferior vena cava the flow in veins below the umbilicus is reversed (i.e. l)pwards) to shunt blood to the superior vena cava.