Cameron, David A.Wolvaardt, Jacqueline Elizabeth (Liz)Van Rooyen, MarietjieHugo, Johannes F.M.Blitz, J.J.Bergh, Anne-Marie2011-09-082011-09-082011Cameron, D, Wolvaardt, L, Van Rooyen, M, Hugo, J, Blitz, J & Bergh, AM, 2011, 'Medical student participation in community-based experiential learning : reflections from first exposure to making the diagnosis', South African Family Practice, vol. 53, no. 4, pp. 373-379.1726-426Xhttp://hdl.handle.net/2263/17246BACKGROUND: Fifth-year medical students from the University of Pretoria participated in a four-week rotation in the primary care clinics of a large metropolitan centre. An academic service-learning (ASL) approach was introduced into this rotation to improve the integration of theoretical learning and clinical practice through relevant community service and structured reflection. METHODS: Students wrote semi-structured reflective journals as a means to gaining greater insight into their learning experiences. These reflections were analysed qualitatively with a view to improving the community-based curriculum. RESULTS: Four major themes were identified: expectations and the reality of primary care; service and learning; becoming a doctor; and making a difference. CONCLUSION: While students gained a deeper insight into their development as clinicians, using an ASL approach also assisted the faculty in making an informed educational diagnosis of the curriculum.en© SAAFPService learningReflection (Critical thinking)Primary careEducational diagnosisReflective learningActive learningCurriculum evaluationMedical logicArticle