. 2019 Dec 13;21(2):3–8. doi: 10.1002/jgf2.289

Table 2.

Learning objectives

1 Professionalism	Have high ethical standards Have a patient‐centered perspective Understand true patients' true reason Build a relationship of trust between inhabitants and students
2 Medical knowledge and ability to solve problems	Have a wide range of knowledge and experience that enable students to understand the patients' thoughts and values. Treat common diseases Deal with rare diseases Deal with emergency diseases Continue chronic illness treatment Make correct diagnosis Assess basic human functions (eg, diet, exercise, excretion) Ability to adequately deal with other problems Have a viewpoint of prevention Extract and formulate issues using EBM framework
3 Medical skills and patient care	See not only diseases but also the patient as a whole See patients including their families Know the patient (family composition, presence or absence of social network/relatives, and economic conditions) Have both biomedical and social perspectives Understand the community‐based integrated care systems and anticipate and respond to the patients' future in the sequence of hospitalization, discharge, and ambulation See multimorbidity
4 Communication skills	Communicate with patients and their families Explain the patients' condition briefly and easily
5 Team‐based care	Understand the role of any kind of medical profession Understand the role of local government Understand the welfare system Collaborate with other medical professions
6 Quality and safety management in medicinal care	Practice resilience
7 Medical care in society	Understand the community characteristics, needs, issues, and resources and set goals accordingly Understand that physicians are members of the community and should utilize themselves in the community Objectively assess their own medical care level, collaborate with nearby hospitals/clinics, and appropriately refer to specialists Demonstrate leadership in the community Understand the importance of social capital and see inhabitants in the community Understand that there is no interruption between community and other medical facilities (eg, University hospital) Share the goals (eg, health promotion, prevention, welfare) with all kinds of medical professions, inhabitants, and the local government
8 Scientific inquiry	Conduct a community diagnosis Understand statistical methods and evaluate data objectively To nurture a research mind and conduct a research, such as action research
9 Lifelong learning attitude	Enhance lifelong learning skill Reflection including the multidisciplinary view Do not focus on outcomes. Understand the importance of the process of experiencing and learning
10 Future‐oriented systematic view	Understand the existence and role of community medicine Have a comprehensive perspective Explain the value of community medicine with evidence Learn new technologies and concepts such as AI and economy sharing and work with technologies with limited medical resources Understand that there is medical care that can be achieved only by humans Have a work‐life balance perspective Understand the further importance of community medicine in the aged society
11 Organic integration of knowledge/skills	Learn about unfragmented medical care and how learning so far is used in the real practice Understand the bedside perspective Find a role model
12 Understanding of the community	Interested in the community Aware of cultures, customs, lifestyles, and values in the community and utilize them in the community medicine
13 Awareness as an individual physician	Adequate greeting Time compliance Well‐dressed Collaborate with senior physicians Establish a good human relationship with inhabitants