CHAPTER 1

INTRODUCTION OF THE STUDY

The past decade has seen a revolution in developing, revising and

implementing changes in medical education across the globe. The concept of

the “five-star doctor” of World Health Organization was proposed as an ideal

profile of a doctor possessing a mix of aptitudes to carry out the range of

services that health settings must deliver to meet the requirement of

relevance, quality, cost-effectiveness and equity in health. The five sets

of attributes of the “five-star doctor” were summarized as care provider,

decision-maker, communicator, community leader, and manager[1].In connection

a training student should undertake the responsibilities of a physician of

first contact who is capable of looking after the preventive, promotive,

curative & rehabilitative aspect of Medicine.

Although the five attributes described above may equally apply to any

health professional, family doctors come close to fulfilling the concept of

the “five-star doctor”, and it is fair to say that in an increasing number

of contexts they are seen as playing important roles as primary care providers

who can reconcile quality and cost-effectiveness in care[2]. It should also

be stressed that, where doctors are scarce or not available, these roles can

be played by other health care providers. Shaping the profile of the doctor

of the future, such as the “five-star doctor”, offers a pragmatic opportunity

for health care, medical practice and medical education interests to work
together, with health for all as their common goal. Such a profile could

develop as a point of convergence of these interests and the expression of

a common denominator for their work.

To achieve this objective, the specialty of Community Medicine is

expected to train medical graduates as community and family physicians. At
the end of the training, they are expected to be the primary care physicians
who should apply and integrate medical knowledge, clinical skills and
professional attitudes in their provision of care. So, the training of
undergraduates in Community Medicine needs to be appropriately structured to
produce competent medical graduates so that they can practice their
profession in resource poor settings also and be able to deliver primary
health care services.
 Notes

[1] https://www.who.int/hrh/en/HRDJ_1_1_02.pdf

[2] https://basicgeneralistphphysician.wordpress.com/2014/03/25/5-star-physician-what-really-is-it/

[3]