%0 Journal Article
%T PREPARING MEDICAL STUDENTS
%A NOSHEEN ZAIDI
%A MAHMOOD AHMED
%J The Professional Medical Journal
%D 2011
%I 
%X In Pakistan there are 3.3 Million child laborers without healthcare services and educational opportunities, whichaffect our social fabric. We report how structured ¡®Service Experience¡¯ helped broaden medical students understanding of social justice.Objective: To produce health professionals who are ready to work for a cause without voracity. Study design: A Cross sectional survey througha focal group discussion. Research question: Do opportunities for structured Service Learning help modify student¡¯s perception of their role asdoctors in society? Place of Study: Foundation University Medical College, Islamabad. Study Period: Fifteen months, from January2008¨CApril 2009. Methods: Fifteen students interviewed 700 child laborers using a piloted interview form during a fifteen months period. Focusgroup discussions were held with these students to discuss their experiences. Qualitative analysis of the discussion is reported. Results:Students empathized that children worked on a contractual basis averaging $1 per 10 hours with no meals. Parents encouraged them to earnmoney and they felt more satisfied pleasing them. Children didn¡¯t attend school because of the school quality and fear of abuse. ¡°Our exposureto child labor had been limited; this has taken us to the core of the issue. We now feel responsible as a physician and a leader to ensure ¡®securityof children in every respect¡¯ as part of their health.¡± ¡°We will avoid employing children at our homes and will council parents, trying to be rolemodels for others.¡± ¡°As future leaders we will propose measures including establishment of free quality educational systems with paidvocational tracks.¡± Conclusions: Service learning will inculcate empathy for the oppressed groups of the community and also develop a socialand civic responsibility in medical students.
%K Service Learning
%K Medical Students
%K Child Labor
%K Social Justice
%K Curriculum
%K Awareness
%K Professional Role.
%U http://www.theprofesional.com/article/2011/vol-18-no-2/022-Prof-1715.pdf