European Journal for Person Centered Healthcare 2017 Vol 5 Issue 2 pp 245-252 245 ARTICLE Community-based medical education in action: primary care physicians’ perceptions Afsaneh Yakhforoshha a , Sonia Oveisi MD PhD b , Ramin Sarchami PhD c and Behrooz Mahmoodi-Bakhtiari PhD d a PhD Candidate, Medical School, Tehran University of Medical Sciences, Tehran, Iran b Associate Professor & Dean of Education Development Center (EDC), Department of Community Medicine, Metabolic Diseases Research Center, Qazvin University of Medical Sciences, Qazvin, Iran c Assistant Professor, Education Development Center, Qazvin University of Medical Sciences, Qazvin, Iran d Associate Professor, Department of Performing Arts, University of Tehran, Tehran, Iran Abstract Introduction and objectives: During the last decade, in response to wide ranging changes in healthcare systems and physicians' roles, the medical curriculum has undergone some modification. To achieve high quality education, 2 strategies are suggested: (1) Community-based medical education and (2) Community-oriented medical education. During the process of curriculum planning, the planners need to identify the potential areas for improvement and to guarantee the quality of instruction. This study aimed to determine the viewpoints of medical graduates from Qazvin University of Medical Science (QUMS), Tehran, on community medicine internship and clerkship programs (CMICP) in order to assist better decision- making by policymakers. Methods: In this qualitative study, the conventional content analysis approach was employed. Data were gathered from 20 primary practitioners of QUMS through individual semi-structured interviews and focus group discussions (FGD) which were continued until data saturation occured. The interviews were transcribed and analyzed immediately after the interviews. To analyze the data, one note was employed and to analyze the qualitative data, inductive method was used. The unit of analysis was selected and labeled using an open coding system. Then, the similar open codes were categorized in subthemes and finally the subthemes were organized into the main themes. Findings: The results of data analysis identified 4 main themes including: planned curriculum, delivered curriculum, hidden curriculum and curriculum evaluation. Conclusion: Many graduates suggest that, in addition to curriculum renewal, curriculum planners should identify mediated factors in CMICP to prepare graduates to practise in healthcare settings. Keywords Clerkship, curriculum, internship, medical education, person-centered healthcare, physician, primary care, primary care practice Correspondence address Dr. Sonia Oveisi, Education Development Center, Qazvin University of Medical Science, Qazvin, Iran. E-mail: soveisi@razi.tums.ac.ir Accepted for publication: 3 January 2017 Introduction As a function of changes in public expectations in relation to healthcare delivery and changes in medical knowledge, the concepts of community-based and community-oriented medical education are being addressed by high-level organizations [1,2]. These recommendations have influenced curriculum modifications in more than 150 medical schools in both developed and developing countries [3]. In community-based education, it is crucial to consider how an undergraduate curriculum should be planned to ensure that medical students achieve the relevant competencies to practise clinically within primary care settings [4]. In addition, the delivered curriculum often affects the effectiveness of this educational program and there is evidence that diversity in curriculum implementation within different medical schools may result in a wide spectrum of undergraduate preparedness [5]. In Iran’s medical universities, during community-based education, students become familiar with the healthcare system of their country and are prepared in terms of the necessary skills to meet the health needs of their society. Several studies have been recommended to be of importance in making the necessary changes and