'Becoming a Physician'-medical students get acquainted with disadvantaged populations, and practise sensitive and effective communication.
BACKGROUND
The three-year pre-medical programme 'Becoming a Physician' focuses on different aspects of medical professionalism. Objectives are to increase awareness and sensitivity to disadvantaged populations, and practise sensitive effective communication skills.


METHODS
The curriculum includes: (1) Visits to treatment centres for people with special needs, mental illnesses, substance abuse issues, physically or sexually abused, and prisoners. Students tour the facility, hold discussions with residents, and discuss ethical professional interrelations to the medical world. Students then write 'reflective diaries' summarizing their thoughts and emotions. (2) Participation in a communication course that focuses on learning by practising patient-oriented communication. Qualitative data were collected from three sources: reflective diaries, students' course evaluations, and interviews with the students' tutors.


RESULTS
Data indicated that the students were very satisfied with the programme. They indicated an increase in awareness of the special needs of diverse populations, and in the sense of efficacy for conducting interviews tailored to patients' needs. Tutors reported a sense of 'personal growth' following their role as mentors.


CONCLUSIONS
Interactions of medical students with diverse populations, when accompanied by appropriate feedback mechanisms and strengthening of communication skills, can improve awareness and sensitivity to patients' special needs. This could help students become more sensitive and thoughtful physicians.
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel. arik.riskin@gmail.com.|Department of Neonatology, Bnai Zion Medical Center, 47 Golomb Street, PO Box 4940, 31048, Haifa, Israel. arik.riskin@gmail.com.
Arieh
A
Riskin
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Nogah C
NC
Kerem
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Riki
R
Van-Raalte
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Michael
M
Kaffman
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Gila
G
Yakov
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Dror
D
Aizenbud
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Ayelet
A
Ben-Barak
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Yael
Y
Shachor-Meyouhas
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Ruth
R
Edery
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Yael
Y
Shabtai Musih
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Shlomi
S
Sagi
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Orly
O
Eidelman
Ruth & Bruce Rappaport Faculty of Medicine, Technion, Israel, Institute of Technology, Haifa, Israel.
Avi
A
Rotschild
Communication; Community; Disadvantaged; Exposure; Medical students