PATIENT CARE AND STUDENT LEARNING IN A PEDIATRIC CLINIC

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Abstract
The problems of a random sample of 25 children visiting a general pediatric clinic were physical (12%), psychosocial (36%), and a combination of these (52%). In terms of management, these problems were simple (20%), moderately complicated (20%), very complicated (24%), and extremely complicated (36%). The visit resulted in major contributions to problem solving in 24%, minor contributions in 20%, and no contribution in 56%. Students rated the teaching exercise as good in 48%, mediocre in 20%, and poor in 32%. Students and families were least satisfied when the children's difficulties were psychosocial in nature. Such problems usually were not given serious consideration in the clinic. Pediatric specialists were occupied with diseases of primary concern to them while other pediatricians were unpaid, spent minimal time in the clinic, and had a primary interest in private practice. Under these circumstances, no pediatrician could give more than token interest to the complex physical and psychosocial problems for which help had been sought. This was no match for the service and teaching challenges in the clinic.

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