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Mahdavinia M, Poole JA, Apter AJ, Pacheco SE, Pappalardo AA, Matsui EC, Davis CM, Bernstein JA. Volunteerism Addressing Environmental Disparities in Allergy (VAEDIA): The presidential initiative to combat environmental injustice in allergy and immunology-a Work Group Report of the AAAAI VAEDIA task force. J Allergy Clin Immunol 2024:S0091-6749(24)00414-7. [PMID: 38795076 DOI: 10.1016/j.jaci.2024.04.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 03/22/2024] [Accepted: 04/18/2024] [Indexed: 05/27/2024]
Abstract
Many vulnerable people lose their health or lives each year as a result of unhealthy environmental conditions that perpetuate medical conditions within the scope of allergy and immunology specialists' expertise. While detrimental environmental factors impact all humans globally, the effect is disproportionately more profound in impoverished neighborhoods. Environmental injustice is the inequitable exposure of disadvantaged populations to environmental hazards. Professional medical organizations such as the American Academy of Allergy, Asthma & Immunology (AAAAI) are well positioned to engage and encourage community outreach volunteer programs to combat environmental justice. Here we discuss how environmental injustices and climate change impacts allergic diseases among vulnerable populations. We discuss pathways allergists/immunologists can use to contribute to addressing environmental determinants by providing volunteer clinical service, education, and advocacy. Furthermore, allergists/immunologists can play a role in building trust within these communities, partnering with other patient advocacy nonprofit stakeholders, and engaging with local, state, national, and international nongovernmental organizations, faith-based organizations, and governments. The AAAAI's Volunteerism Addressing Environmental Disparities in Allergy (VAEDIA) is the presidential task force aiming to promote volunteer initiatives by creating platforms for discussion and collaboration and by funding community-based projects to address environmental injustice.
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Affiliation(s)
- Mahboobeh Mahdavinia
- Department of Medicine, Division of Allergy and Immunology, UT Health Houston, Houston.
| | - Jill A Poole
- Department of Internal Medicine, Division of Allergy and Immunology, University of Nebraska Medical Center, Omaha, Neb
| | - Andrea J Apter
- Section of Allergy & Immunology, Division of Pulmonary Allergy & Critical Care Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pa
| | - Susan E Pacheco
- Department of Pediatrics, Pulmonary Division, McGovern Medical School, University of Texas, Houston, Tex
| | - Andrea A Pappalardo
- Departments of Medicine and Pediatrics, Division of Pulmonary, Critical Care, Sleep & Allergy, University of Illinois, Chicago, Ill
| | - Elizabeth C Matsui
- departments of Pediatrics and Population Health, Division of Allergy and Immunology, Dell Medical School, University of Texas at Austin, Austin, Tex
| | - Carla M Davis
- Department of Pediatrics, Division of Allergy and Immunology, Baylor College of Medicine, Houston, Tex
| | - Jonathan A Bernstein
- Department of Medicine, Division of Rheumatology, Allergy and Immunology, University of Cincinnati, Cincinnati, Ohio
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Scala JJ, Cha H, Shamardani K, Rashes ER, Acosta-Alvarez L, Mediratta RP. Training the next generation of community-engaged physicians: a mixed-methods evaluation of a novel course for medical service learning in the COVID-19 era. BMC MEDICAL EDUCATION 2024; 24:426. [PMID: 38649984 PMCID: PMC11034080 DOI: 10.1186/s12909-024-05372-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 03/29/2024] [Indexed: 04/25/2024]
Abstract
BACKGROUND Medical school curricula strive to train community-engaged and culturally competent physicians, and many use service learning to instill these values in students. The current standards for medical service learning frameworks have opportunities for improvement, such as encouraging students to have more sustainable and reciprocal impact and to ingrain service learning as a value to carry throughout their careers rather than a one-time experience. PEDS 220: A COVID-19 Elective is a Stanford University course on the frontlines of this shift; it provides timely education on the COVID-19 pandemic, integrating community-oriented public health work to help mitigate its impact. METHODS To analyze our medical service learning curriculum, we combined qualitative and quantitative methods to understand our students' experiences. Participants completed the Course Experience Questionnaire via Qualtrics, and were invited to complete an additional interview via Zoom. Interview transcripts were analyzed using an interactive, inductive, and team-based codebook development process, where recurring themes were identified across participant interviews. RESULTS We demonstrate through self-determination theory that our novel curriculum gives students valuable leadership and project management experience, awards strong academic and community-based connections, and motivates them to pursue future community-engaged work. CONCLUSIONS This educational framework, revolving around students, communities, and diversity, can be used beyond the COVID-19 pandemic at other educational institutions to teach students how to solve other emergent global health problems. Using proven strategies that empower future physicians to view interdisciplinary, community-engaged work as a core pillar of their responsibility to their patients and communities ensures long-term, sustainable positive impact. TRIAL REGISTRATION N/A.
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Affiliation(s)
- Jack J Scala
- Department of Biology, BS Candidate, Stanford University, Palo Alto, CA, USA
| | - Hannah Cha
- Department of Symbolic Systems, BS Candidate, Stanford University, Palo Alto, CA, USA.
| | | | - Emma R Rashes
- Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | | | - Rishi P Mediratta
- Department of Pediatrics, Division of Pediatric Hospital Medicine, Stanford University School of Medicine, Palo Alto, CA, USA
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Shen H, Wu H, Zhang N, Zhang Y, Wu Z, Cheng B, Wang M, Liu X. Self-reported perceptions of ethical and professional expectations of medical students in China and the influence of voluntary work during the COVID-19: a survey on "Five Characteristics". Sci Rep 2024; 14:7387. [PMID: 38548870 PMCID: PMC10978824 DOI: 10.1038/s41598-024-57992-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 03/24/2024] [Indexed: 04/01/2024] Open
Abstract
In the post-pandemic era, there is a need for medical professionals with creativity, clinical expertise, and social responsibility. The Chinese government issued a directive to enhance the "Five Characteristics" perceptions of medical students, incorporating moral integrity and adeptness in saving lives and aiding the injured, embracing a compassionate approach to medical practice, possessing the knowledge essential for academic distinction, mastering technical expertise, and the artistry of applying scientific methodologies. The purpose of this study was to investigate the opinions related to ethics and professional behaviors of medical students at one Chinese medical school using a validated 19-item survey instrument and analyze its influencing factors. We conducted a survey in a medical university in Anhui Province, China, and collected 1966 valid questionnaires using the "Five Characteristics Rating Scale". The results indicated high perceptions of "Five Characteristics" among Chinese medical students (85.42 ± 8.727). Lower-grade-year medical students (86.59 ± 7.888) had higher "Five Characteristics" perceptions than upper-grade-year medical students (84.29 ± 9.327, P < 0.05). In addition, medical students experiencing voluntary work during the COVID-19 pandemic showed higher perceptions (86.21 ± 8.357) than those without such experience (85.13 ± 8.842, P < 0.05). Grade year and voluntary work experience during the COVID-19 pandemic were influencing factors of "Five Characteristics" perceptions. Our research offers a theoretical foundation for governments and medical schools to cultivate doctors with high ethical standards and professional expectations.
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Affiliation(s)
- Hui Shen
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China.
- First School of Clinical Medicine, Anhui Medical University, Hefei, 230032, Anhui, China.
| | - Hongyu Wu
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China
| | - Ning Zhang
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China
- Department of Obstetrics and Gynecology, The First Affiliated Hospital of Anhui Medical University, Hefei, 230022, China
| | - Yuchen Zhang
- Second School of Clinical Medicine, Anhui Medical University, Hefei, 230032, Anhui, China
| | - Zhengyang Wu
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China
| | - Beiping Cheng
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China
| | - Minao Wang
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China
| | - Xuefei Liu
- College of Life Sciences, Anhui Medical University, Hefei, 230032, China
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Odierna DH, Savai F, Pino LL, Currie JD, Smith M. "It's the most important work we will ever do": Chiropractic students, servicelearning experiences at a day laborer center in California. THE JOURNAL OF CHIROPRACTIC EDUCATION 2023; 37:98-105. [PMID: 37747107 PMCID: PMC11095648 DOI: 10.7899/jce-22-19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 01/05/2023] [Accepted: 02/23/2023] [Indexed: 09/26/2023]
Abstract
OBJECTIVE From 2009 to 2019, staff, students, and faculty volunteers from a chiropractic college started Mission Trip America, later re-named Service Trip America (STA), providing monthly free chiropractic services at a hiring hall for day laborers in San Francisco until the 2020 COVID-19 hiatus. We report on volunteers' service-learning experiences. METHODS Mixed-methods analysis comprising document review, descriptive report of site visit records, and thematic analysis of semi-structured interviews with 12 student and faculty volunteers. RESULTS STA conducted 104 visits (8-11 per year) including 2272 patient encounters. Document review revealed an average of 22 patients per visit, with 60% to 85% return patients. On average, 3 student interns and 2 student assistants attended each visit, supervised by a doctor of chiropractic faculty member and the program director. Most commonly, interns treated 8 patients during the 4- to 5-hour visits. Patient concerns included musculoskeletal problems and other health conditions commonly seen at chiropractic offices and teaching clinics. Interns also regularly saw chronic health problems exacerbated by poor living conditions, violence, limited access to health care, low educational attainment, chronic stress, and the extreme biomechanical loading resulting from heavy labor. Interview results yielded 4 themes: learning, attitudes, challenges, and program strengths. Interviewees described opportunities to learn while working with a marginalized population and discussed long-term effects on their postgraduation practice as chiropractors. CONCLUSION Patients' physical, mental health, and psychosocial issues illustrated unique circumstances and profound needs of the underserved population being cared for by STA volunteers. Our findings may provide guidance for other community-based chiropractic service-learning programs in marginalized and underserved communities.
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Kassab SE, Taylor D, Hamdy H. Student engagement in health professions education: AMEE Guide No. 152. MEDICAL TEACHER 2023; 45:949-965. [PMID: 36306374 DOI: 10.1080/0142159x.2022.2137018] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
This guide aims to support our colleagues to have comprehensive understanding of student engagement in health professions education. Despite the universal agreement about the significance of student engagement, there is lack of uniformity in conceptualizing and operationalizing this emerging construct. We review the theoretical basis explaining student engagement from three main perspectives: behavioral, psychological, and socio-cultural. In addition, we propose a contemporary and comprehensive framework for the student engagement in higher education, which is applicable to health professions education contexts. Drawing from this framework, we explain the conceptualization of the construct and its preceding factors, mediators, dimensions, spheres, and outcomes of student engagement. The proposed framework introduces student 'engagement through partnerships' as a novel component compared with the existing models of student engagement in higher education. This way, we are proposing a mixed model that not only considers the student as a 'customer' but also as a 'partner' in education. Engagement of students through partnerships include four areas: (1) provision of the education program, (2) scholarly research, (3) governance and quality assurance, and (4) community activities. This guide will provide practical applications on how to improve student engagement in health professions education. Finally, we highlight the current gaps in areas of research in the student engagement literature and suggested plans for future directions.[Box: see text].
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Affiliation(s)
- Salah Eldin Kassab
- Department of Physiology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- Department of Basic Medical Sciences, College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
| | - David Taylor
- Gulf Medical University, Ajman, United Arab Emirates
| | - Hossam Hamdy
- Gulf Medical University, Ajman, United Arab Emirates
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Meyer HS, Larsen K, Samuel A, Berkley H, Harvey M, Norton C, Maggio LA. Teaching Medical Students How to Teach: A Scoping Review. TEACHING AND LEARNING IN MEDICINE 2022; 34:379-391. [PMID: 34618654 DOI: 10.1080/10401334.2021.1979006] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 08/23/2021] [Indexed: 06/13/2023]
Abstract
PHENOMENON Teaching medical students how to teach is a growing and essential focus of medical education, which has given rise to student teaching programs. Educating medical students on how to teach can improve their own learning and lay the foundation for a professional identity rooted in teaching. Still, medical student-as-teacher (MSAT) programs face numerous obstacles including time constraints, prioritizing curriculum, and determining effective evaluation techniques. The purpose of this scoping review is to map the current landscape of the literature on medical school initiatives designed to train students to teach to describe why medical student teaching programs are started; the benefits and barriers; who teaches them; what content is taught; and how content is delivered. With this new map, the authors aimed to facilitate the growth of new programs and provide a shared knowledge of practices derived from existing programs. APPROACH The authors conducted a scoping review, guided by Arksey and O'Malley's framework, to map the literature of MSAT training programs. Six databases were searched using combinations of keywords and controlled vocabulary terms. Data were charted in duplicate using a collaboratively designed data charting tool. This review builds on the Marton et al. review and includes articles published from 2014 to 2020. FINDINGS Of the 1,644 manuscripts identified, the full-text of 57 were reviewed, and ultimately 27 were included. Articles included empirical research, synthetic reviews, opinion pieces, and a descriptive study. Analysis focused on modalities for teaching medical students how to teach; content to teach medical students about teaching; benefits and barriers to starting teaching programs; and the value of teaching programs for medical students. INSIGHTS The rapid growth of MSAT programs suggests that this curricular offering is of great interest to the field. Literature shows an increase in evaluative efforts among programs, benefits for students beyond learning to teach, and evidence of effective engagement in medical students' designing and implementing programs.
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Affiliation(s)
- Holly S Meyer
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Kelsey Larsen
- School of Politics, Security, and International Affairs, University of Central Florida, Orlando, Florida, USA
| | - Anita Samuel
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Holly Berkley
- Obstetrics & Gynecology Resident, Naval Medical Center San Diego, San Diego, California, USA
| | - Morgan Harvey
- Expeditionary Medical Facility, Camp Lemonnier, Djibouti
| | - Candace Norton
- Library Learning Resource Center, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Lauren A Maggio
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
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Rupert DD, Alvarez GV, Burdge EJ, Nahvi RJ, Schell SM, Faustino FL. Student-Run Free Clinics Stand at a Critical Junction Between Undergraduate Medical Education, Clinical Care, and Advocacy. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:824-831. [PMID: 34817408 PMCID: PMC9678019 DOI: 10.1097/acm.0000000000004542] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Student-run free clinics (SRFCs) act as primary care providers that bring health care to populations in need and are an important source of undergraduate medical education (UME), guiding trainees through the art of history taking and physical examination. However, they are also social justice and advocacy initiatives-addressing disparity in access to care and educating medical trainees with firsthand exposure to socioeconomic determinants of health as well as language and medical illiteracy barriers. Here, the authors review academic literature examining the impact of SRFCs in their 3 roles: as medical care providers, as components of medical education, and as advocacy organizations. Based on the evidence of that literature and decades of direct SRFC leadership experience, the authors make the case that SRFCs are an undersupported means by which UME institutions contribute to correcting health care disparities and to serving social justice reform.
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Affiliation(s)
- Deborah D Rupert
- D.D. Rupert is a seventh-year MD-PhD student, Medical Scientist Training Program, Stony Brook University, Stony Brook, New York, and Department of Neuroscience, Cold Spring Harbor Laboratory, Cold Spring Harbor, New York; ORCID: https://orcid.org/0000-0002-3426-3912
| | - George V Alvarez
- G.V. Alvarez is resident physician, Department of Family Medicine, Northwell Glen Cove Hospital, Glen Cove, New York
| | - Eric J Burdge
- E.J. Burdge is a fourth-year medical student, Long Island School of Medicine, New York University, Mineola, New York; ORCID: https://orcid.org/0000-0002-4724-0226
| | - Roxanna J Nahvi
- R.J. Nahvi is a sixth-year MD-PhD student, School of Medicine and Department of Biochemistry and Molecular Biology, New York Medical College, Valhalla, New York; ORCID: https://orcid.org/0000-0002-7512-9736
| | - Spencer M Schell
- S.M. Schell is resident physician, Department of Family Medicine, OhioHealth Grant Medical Center, Columbus, Ohio; ORCID: https://orcid.org/0000-0002-2212-3760
| | - Francis L Faustino
- F.L. Faustino is assistant professor and chair, Department of Family Medicine, NYU Langone Hospital-Long Island, Mineola, New York
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Wong CK, Berens PM, Katta MV, Lie M, Fall D, Shah A, Deen S, Joshi M, Keenahan L, Appelbaum N, Huynh PB, Poythress EL. From education to action: Development and evaluation of a student-directed service learning program. MEDICAL TEACHER 2022; 44:541-545. [PMID: 34808073 DOI: 10.1080/0142159x.2021.2005242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Service learning consists of service activities that respond to community-identified concerns, active learning about the population being served, and self-reflecting on the experience. The Service Learning Program (SLP) is a novel, student-led, longitudinal volunteering experience designed to address social determinants of health (SDOH) education in the undergraduate medical school curriculum. In this program, medical students complete requirements in three domains of service, education, and self-reflection over the span of one academic year. METHODS AND MATERIALS Participating students are sent surveys prior to and after a year of participation in SLP, which are aimed to measure changes in their perceived knowledge, attitudes, and skills in multiple domains related to service learning and social determinants of health. RESULTS Over the course of the 2019-2020 year, 110 students who participated in SLP responded to both pre- and post-surveys. These students reported significant improvements in their confidence in various knowledge and skills related to SDOH, such as identifying vulnerable populations and assessing community needs. They also were more likely to report that learning about social determinants of health was 'very important' after participating the program. CONCLUSIONS Medical students participating in a longitudinal service learning program focused on SDOH can acquire knowledge and skills that will empower them to understand, advocate, and care for underserved populations as future physicians. This program provides a model for integrating service learning into undergraduate medical education.
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Affiliation(s)
| | - Pauline M Berens
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Manvitha V Katta
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Margaret Lie
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Dylan Fall
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Alay Shah
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Sidra Deen
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Manasi Joshi
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Laura Keenahan
- School of Medicine, Baylor College of Medicine, Houston, Texas, USA
| | - Nital Appelbaum
- Division of Evaluation, Assessment, and Research, Baylor College of Medicine, Houston, Texas, USA
| | - Phuong B Huynh
- Division of Evaluation, Assessment, and Research, Baylor College of Medicine, Houston, Texas, USA
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Jurivich D, Schimke C, Snustad D, Floura M, Morton C, Waind M, Holloway J, Janssen S, Danks M, Semmens K, Manocha GD. A New Interprofessional Community-Service Learning Program, HATS (Health Ambassador Teams for Seniors) to Improve Older Adults Attitudes about Telehealth and Functionality. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph181910082. [PMID: 34639383 PMCID: PMC8507953 DOI: 10.3390/ijerph181910082] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 09/22/2021] [Accepted: 09/24/2021] [Indexed: 11/16/2022]
Abstract
Senior population health often is underrepresented in curricula for medical and allied health students. Furthermore, entrenched and dense curricular schedules preclude interprofessional teams from clinical experiences related to senior population health. Community service learning potentially offers the opportunity to engage interprofessional students with a panel of older adults to assess health promotion metrics over time. To test this educational concept, we created Health Ambassador Teams for Seniors, also known as HATS. Utilizing a telehealth platform, interprofessional student teams were tasked with older adult wellness promotion. The annual Medicare wellness exam served as a template for patient encounters which was enhanced with key elements of geriatric assessment such as gait and balance, cognition, and functional evaluations. The objective was to have dyads of interprofessional students conduct telehealth visits and gather healthcare data to be used for serial patient encounters and track functional trajectories over time. As a proof of concept, pilot telehealth encounters with medical, physical therapy, nursing and occupational therapy students revealed that data on older adult functional performances such as gait speed, Timed Up and Go test (TUG), and Mini-Cog test could be acquired through telehealth. Equally importantly, trainees received diverse feedback from faculty, peers and volunteer patients. A Research Electronic Data Capture (REDCap) data repository allows trainees to track patient trends relative to their health promotion recommendations as well as handoff their patient panel to the next set of trainees. The HATS program promises to strengthen the Geriatric Workforce, especially with senior population health.
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Affiliation(s)
- Donald Jurivich
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
- Correspondence:
| | - Carter Schimke
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
| | - Dakota Snustad
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
| | - Mitchell Floura
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
| | - Casey Morton
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
| | - Marsha Waind
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
| | - Jeremy Holloway
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
| | - Sclinda Janssen
- Department of Occupational Therapy, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA;
| | - Meridee Danks
- Department of Physical Therapy, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA;
| | - Karen Semmens
- Department of Nursing, College of Nursing and Professional Disciplines, University of North Dakota, Grand Forks, ND 58202, USA;
| | - Gunjan Dhawan Manocha
- Department of Geriatrics, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, ND 58202, USA; (C.S.); (D.S.); (M.F.); (C.M.); (M.W.); (J.H.); (G.D.M.)
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Goyal RK, Dawson CA, Epstein SB, Brach RJ, Finnie SM, Lounsbury KM, Lahey T, Eldakar-Hein ST. The design and implementation of a longitudinal social medicine curriculum at the University of Vermont's Larner College of Medicine. BMC MEDICAL EDUCATION 2021; 21:131. [PMID: 33627097 PMCID: PMC7903930 DOI: 10.1186/s12909-021-02533-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Despite an abundant literature advocating that social determinants of health (SDH) be taught during undergraduate medical education, there are few detailed descriptions of how to design and implement longitudinal core curricula that is delivered to all students and accomplishes this goal. METHODS In this paper, we describe the design and implementation of a social medicine curriculum at the University of Vermont's Larner College of Medicine (UVM Larner). Using Kern's principles, we designed a longitudinal curriculum that extends through both preclinical and clinical training for all students and focused on integrating SDH material directly into basic science and clinical training. RESULTS We successfully developed and implemented two primary tools, a "Social Medicine Theme of the Week" (SMTW) in preclinical training, and SDH rounds in the clinical setting to deliver SDH content to all learners at UVM Larner. CONCLUSIONS Extensive student-faculty partnerships, robust needs assessment, and focusing on longitudinal and integrated SDH content delivery to all students were key features that contributed to successful design and implementation.
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Affiliation(s)
- Raghav K Goyal
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
| | - Christina A Dawson
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
| | - Samuel B Epstein
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
| | - Richard J Brach
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
| | - Sheridan M Finnie
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
| | - Karen M Lounsbury
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
| | - Timothy Lahey
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA.
| | - Shaden T Eldakar-Hein
- University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA
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Pagatpatan CP, Valdezco JAT, Lauron JDC. Teaching the affective domain in community-based medical education: A scoping review. MEDICAL TEACHER 2020; 42:507-514. [PMID: 31957519 DOI: 10.1080/0142159x.2019.1707175] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Background: The affective domain is one of the essential areas in the assessment of the learning outcomes of medical students, apart from the cognitive and psychomotor domains. Community-based medical education (CBME) is a common instructional program for medical students in learning about these domains. However, preceptors and researchers pay less attention to the affective domain as compared to the other two learning domains.Aim: To describe the state of the literature on teaching the affective domain through CBME and to develop an initial model for instructional purposes.Methods: A scoping review of the literature was conducted. Out of the 971 references initially retrieved, 22 published references were selected. Relevant data from these references were extracted and analyzed through thematic analysis.Results and Conclusion: The various affective outcomes of CBME in the literature are commonly taught through role modelling and mentoring, providing opportunity to apply knowledge, and immersing in local organizations and communities. However, these teaching strategies will be optimized through a structured and rigorous process of reflection. Reflection is central to the learning experience of medical students, especially that affective outcomes are commonly less apparent. The findings of this review resulted to a proposed initial model in teaching the affective domain in CBME.
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Affiliation(s)
- Celso P Pagatpatan
- College of Medicine, De La Salle Medical and Health Sciences Institute, Dasmariñas City, Philippines
- Discipline of Public Health, Flinders University, Adelaide, Australia
| | | | - Jeff Daniel C Lauron
- College of Medicine, De La Salle Medical and Health Sciences Institute, Dasmariñas City, Philippines
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Haidar A, Erickson SG, Champagne-Langabeer T. Medical Students' Participation in Longitudinal Community Service During Preclerkship Years: A Qualitative Study on Experiences and Perceived Outcomes. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520936610. [PMID: 32685688 PMCID: PMC7346691 DOI: 10.1177/2382120520936610] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 06/01/2020] [Indexed: 06/11/2023]
Abstract
The aim of this study was to qualitatively evaluate medical students perspectives of the benefits of a longitudinal volunteering experience compared with a 1-day community service experience. Fifteen medical students participated in 2 types of community service: (1) longitudinal, weekly volunteering from February to April of 2019 and (2) a single day of community service in March of 2019. Semistructured interviews were conducted to identify medical students perspectives of the impact of volunteering. Interview data was analyzed thematically based on the common ideas expressed by the participants. Four themes emerged: development of communication and interpersonal skills; understanding how to teach; ability to understand community issues in a low socioeconomic status (SES) neighborhood and the improvement of overall well-being. Medical students' participation in a longitudinal nutrition education volunteer program was perceived as being an effective way to develop communication, interpersonal, and teaching skills. Medical students were able to interact with a diverse and vulnerable community located in a low SES neighborhood, to help them understand current community issues and risk factors.
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Affiliation(s)
- Amier Haidar
- McGovern Medical School, The University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Samuel G Erickson
- McGovern Medical School, The University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Tiffany Champagne-Langabeer
- School of Biomedical Informatics, The University of Texas Health Science Center at Houston, Houston, TX, USA
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13
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Sin DYE, Chew TCT, Chia TK, Ser JS, Sayampanathan A, Koh GCH. Evaluation of Constructing Care Collaboration - nurturing empathy and peer-to-peer learning in medical students who participate in voluntary structured service learning programmes for migrant workers. BMC MEDICAL EDUCATION 2019; 19:304. [PMID: 31395101 PMCID: PMC6686532 DOI: 10.1186/s12909-019-1740-6] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Accepted: 07/30/2019] [Indexed: 05/19/2023]
Abstract
BACKGROUND Experiential learning through service provides opportunities to nurture and practice empathy. Of growing concern, studies showed significantly decreased empathy scores as students progress through medical school. Additionally, peer-to-peer learning provides an effective way for students to learn. Constructing Care Collaboration (CCC) is a student initiated, structured-service-learning-program that promotes the development of empathy and peer-to-peer teaching. CCC is conducted in cycles of 6 sessions. This is a mixed methods study that explores the effectiveness of CCC as a service learning platform in developing student participants' empathy, social and cultural competencies, communication skills and peer-to-peer teaching skills, ultimately aiming to promote a culture of serving the underprivileged. METHODS The study comprised of a self-administered quantitative questionnaire and qualitative interviews. Both evaluated if CCC participation developed volunteers' social-awareness, cultural competency, communication, confidence and motivation to teach their peers. RESULTS Quantitative data were collated from 38 completed student volunteers' questionnaires. Volunteers generally agreed CCC improved social-awareness and cultural competency. It increased confidence of participants in approaching migrant-workers, communicating with people from different social backgrounds, and promoted a culture of peer-to-peer teaching. Thematic analysis of 17 interviews was conducted. Themes identified include: increased empathy towards migrant-workers, improved communication skills, and identifying benefits and challenges in peer-to-peer teaching. CONCLUSION From the quantitative and qualitative information gathered, CCC has been shown to be effective in nurturing participants' self-reported empathy, cultural competence, communication skills and improved attitude towards peer-to-peer teaching. Given its effectiveness, CCC can be adopted as a model for structured service-learning.
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Affiliation(s)
- DYE Sin
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - TCT Chew
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - T. K. Chia
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - J. S. Ser
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - A. Sayampanathan
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - GCH Koh
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
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Adams LV, Sosin AN. Beyond Visas and Vaccines: Preparing Students for Domestic and Global Health Engagement. Ann Glob Health 2018; 82:1056-1063. [PMID: 28314493 DOI: 10.1016/j.aogh.2016.10.010] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
At campuses across the United States, scores of students are embarking on global health experiences in low- and middle-income countries. The desire to improve the health of poor communities while preparing for future health careers is often the main driver. The spotlight on domestic health issues also has fueled a resurgence of interest in underserved communities in the United States. Regardless of the destination, rigorous preparation is needed to ensure that the students' presence benefits the communities they aim to serve. Development of mutually beneficial programs with host communities coupled with thoughtful preparation of students is essential to the future of these university programs but, more importantly, to achieve the goal of shared learning and capacity building across borders. US program leaders may not fully consider the potential risks that can occur to their programs from involving poorly prepared students, or these risks may appear largely theoretical. However, many experienced practitioners and their international collaborators can relate examples of damaged partnerships, adverse consequences on community structures, dangers to patient safety, and harmed professional reputations and credibility. Domestic health experiences do not require a visa or vaccines but bring students in contact with many of the same ethical, professional, and cross-cultural challenges as overseas endeavors. Fortunately, best practices for preparing students to confront these challenges have emerged from years of experience in domestic and global contexts alike. It all begins with establishing institutional partnerships built on principles of reciprocity and respect. Through careful program design, universities can align missions, goals, and expectations to best serve all invested parties: local partners, students, faculty, staff, and the communities where they will be working. A second critical component is appropriate student selection. Matching student skills with partner needs can optimize benefits for both the host organization and student. Finally, universities can prepare students to navigate in cross-cultural settings in a professional and ethical manner through careful training. Just as negative experiences can have lasting negative consequences, the best ones can lead to strengthened partnerships; durable benefits for local and global communities; and optimal learning for students, their supervisors, and hosts.
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Affiliation(s)
- Lisa V Adams
- Department of Medicine, Geisel School of Medicine at Dartmouth, Hanover, NH; John Sloan Dickey Center for International Understanding, Dartmouth College, Hanover, NH.
| | - Anne N Sosin
- John Sloan Dickey Center for International Understanding, Dartmouth College, Hanover, NH
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Dussán KB, Leidal A, Corriveau N, Montgomery D, Eagle KA, LaHood BJ. Increasing Medical Trainees' Empathy Through Volunteerism and Mentorship. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2017; 4:2382120517737995. [PMID: 29349343 PMCID: PMC5757631 DOI: 10.1177/2382120517737995] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2017] [Accepted: 09/11/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Within medical education, there have been recent calls for increased understanding and exposure to poverty to increase trainees' empathy toward the underserved. Students participating in Michigan Cardiovascular Outcomes Research and Reporting Program research program volunteered at World Medical Relief (WMR) in Detroit, Michigan, a nonprofit organization which recycles medical equipment for developing countries and within greater Detroit. Participants' perceptions of the underserved were measured before and after the experience. METHODS Preliminary questionnaires were given to participants prior to and after exposures at WMR. Questionnaires examined participants' attitudes toward the underserved, knowledge of medical supply reuse, and their perceived ability to impact change. P values of <.025 were considered significant. RESULTS A total of 39 participants completed the survey, 77% previously volunteered, 33% had volunteered internationally. Participants were >4× more likely than previously to have knowledge of the variety of recycled medical supplies at WMR. Prior to volunteering, 48.7% of participants gave little thought to how excess medical supplies could be collected versus 0% after exposure. Participants were 1.5× more likely to agree that the experience was enhanced working with their peers and 2.7× more likely to consider starting their own organization/intervention for medical supply donations. Those participants that never previously volunteered were 1.3× more likely to do so with encouragement from a mentor. CONCLUSIONS Encouraging exposure to such service programs resulted in enhanced knowledge of community resources and increased motivation to participate in outreach and belief of individual responsibility to care for the underserved. Incorporating volunteerism into traditional education programs offers the opportunity to build awareness and interest in students reaching out to the underserved.
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Affiliation(s)
- Kathleen Bronson Dussán
- Department of Internal Medicine, VA Ann Arbor Healthcare System and University of Michigan, Ann Arbor, MI, USA
| | - Adam Leidal
- Department of Internal Medicine-Cardiology, University of Michigan, Ann Arbor, MI, USA
| | - Nicole Corriveau
- Department of Internal Medicine-Cardiology, University of Michigan, Ann Arbor, MI, USA
| | - Daniel Montgomery
- Department of Internal Medicine-Cardiology, University of Michigan, Ann Arbor, MI, USA
| | - Kim A Eagle
- Department of Internal Medicine-Cardiology, University of Michigan, Ann Arbor, MI, USA
- Medical School, University of Michigan, Ann Arbor, MI, USA
- School of Public Health, University of Michigan, Ann Arbor, MI, USA
| | - Barbara J LaHood
- Department of Internal Medicine-Cardiology, University of Michigan, Ann Arbor, MI, USA
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