International Medical Journal Vol. 20, No. 1, pp. 1 - 3 , February 2013 PEDIATRICS Apprenticeship Teaching in Paediatric: Student Perspective for Future Improvement Fahisham Taib 1) , Mohd Rizal Mat Zin 1) , Noorizan Ab Majid 1) , Muhamad Saiful Bahari Yusoff 2) , Hans Van Rostenberghe 1) ABSTRACT Introduction: Apprenticeship has been recently introduced as new teaching model at Paediatric Department, USM. The pur- pose is for the students to take an active role during the clinical attachment with thorough understanding of emerging issues on the patients. It is hoped that the learning experience will be modeled by the senior doctors in a conducive learning environment, using patients' case as 'reference focus' and their active participation in the management of the patient. We believe this will be an effective way of teaching especially when it is modeled, supervised and monitored by the senior doctors. Objective: This study aimed to evaluate the medical students' perception about the new apprenticeship model. The findings obtained from this study will be able to provide insight to the medical educators on how do medical students perceive the apprenticeship model in helping their learning during a paediatric rotation. Method: A cross-sectional evaluation was done where at the end of the rotation a set of questionnaire was given to 171 med- ical students underwent the apprenticeship training model and they were asked to rate using 5-likert rating scale from 1 (poor) to 5 (excellent) the newly introduced teaching method (i.e. the apprenticeship model) according to 16 items. An item is consid- ered as having a good satisfaction level if it obtained at least 60% of rating score of 4 and 5. An item is considered as area for further improvement if either it obtained at least 40% but less than 60% of rating score of 4 and 5 or at least 50% of rating score of 3. An item is considered as an area of concern if either it obtained at least 60% of rating score of 1 and 2 or obtained less than 40% of rating score of 4 and 5. Result: A total of 163 (95.5%) year medical students responded completely to the questionnaire. There were six items obtained a good satisfaction level; overall the teaching was effective (65.5%), I like the teaching approach (60.8%), lecturer were helpful (80.1%), getting experience on presentation/practical skills (66.0%), doctors helping to improve your knowledge during the ward round (62.6%) and teaching sessions are adequate (65.5%). One item was categorized as an area of concern while the rest of items were categorized as areas for further improvement. Conclusion: The apprenticeship was a well-accepted and promising teaching method as perceived by medical students. However, certain aspects of it should be relooked and reviewed for further improvement in future. KEY WORDS apprenticeship, medical students, paediatrics, teaching method, program evaluation Received on February 9, 2012 and accepted on May 17, 2012 1) Department of Paediatric, Hospital Universiti Sains Malaysia Kubang Kerian, Kelantan, Malaysia 2) Department of Medical Education, School of Health Sciences Kubang Kerian, Kelantan, Malaysia Correspondence to: Fahisham Taib (e-mail: fahisham@kk.usm.my) 1 INTRODUCTION The apprenticeship system has been the model for medical train- ing in the past 1) . The old apprenticeship system is described as a sys- tem where trainees would be attached to an experienced or well- known teacher or doctor and would be taught by the teacher or doctor in medicine and ethics 1) . Its teaching and learning activities were mainly teacher-oriented. Nowadays, there has been gradual change in the medical education teaching and learning methods evolving from teacher-oriented to student-oriented learning to maximize students' learning experience during the medical training 1-3) . Methods of learn- ing have been expanded into integrated curricula involving essential community medicine, problem based learning and self directed learn- ing. Apart from that, according to the Kolb's experiential learning theory 4) , contextual (i.e. hands on) learning experience is substantial- ly contributing to the competency of clinical skills. This can be achieved by apprenticeship with the experienced physician to achieve sound knowledge and learning experience. The new model of apprenticeship is viewed as a dynamic process of social relationship and discussion rather than simple knowledge transfer 5) . The key to learning is utilizing clinical time and skills obtained from within the working environment of a doctor. The mentor should be aware of the weakness and strength of a student. This 'tai- lored learning' activity should identify student's strengths and weak- nesses. It also provides an environment in which one can refine his or her clinical skills by means of watching, copying, and feedback, in a standard working place 5) . Close integrations with the working team will facilitate a wealth of experience, encounters and educational opportu- nities 2,3) . Good apprenticeship does not focus only on contributing to holistic management for the patients, but also on being able to become a good clinician, working as team players with improved knowledge and teaching skills 5) . The other advantage is the students are able to fol- low the patients longitudinally; therefore it will promote patient-orient- ed learning and care among them 5) . It is hoped that continuity of patient care can be maintained together with optimum learning experience. The new model of apprenticeship should be able to provide the stu- dents with adequate experience, supervision, guidance and instruction while in the same time they are providing certain services to the department. In the new apprenticeship model, the clinician experts will be regarded as role models and their experience may significantly play an important role in students' future career decision 5) . In general, role C 2013 Japan International Cultural Exchange Foundation & Japan Health Sciences University