OBJECTIVES: To identify community preceptors' views on the qualities and abilities required of physicians in community medicine, the education to acquire those qualities and abilities, and the factors affecting preceptors' involvement in community-based teaching.
METHODS: We conducted semi-structured interviews with 13 male community preceptors in northern Japan who had at least 5 years of experience in community medicine and prior teaching experience with preclinical students. Participants were selected using purposive sampling to ensure diversity in clinical roles and institutional affiliations. A thematic analysis was conducted on verbatim transcripts to identify recurring themes.
RESULTS: Participants emphasized "communication skills," "understanding the perspectives and backgrounds of patients and their families," and "love for the community and its people" among the essential qualities and abilities for community physicians. They cited deepening relationships with and fostering an attachment to the community as necessary to cultivate these skills. The factors identified as facilitating community-based teaching included "positive emotions felt throughout the teaching experience," "supporting hospitals and the wider community," and "devotion to students." Factors that hindered involvement included "perceived difficulty of teaching preclinical students" and "education-related issues at universities assigning students on placement," such as the lack of opportunities for community-based teaching within the curriculum.
CONCLUSIONS: In line with the "social axis" in Worley's four Rs model, deep community involvement is essential to developing communication skills and patient-centered medicine. This study identified the qualities and abilities required for community physicians, as well as the educational activities needed to cultivate them from the early years of medical school. Strengthening collaboration between universities and community preceptors is vital to advancing community-engaged medical education (CEME). Cross-cultural studies could further explore how CEME operates in diverse contexts, contributing to socially accountable and community-responsive medical education.
