The Community Engaged Physician: Teaching Social Accountability Through Interprofessional Teamwork and Service‐Learning

2020 ◽  
Vol 2020 (162) ◽  
pp. 135-143
Author(s):  
Ebony B. Whisenant ◽  
Nana Aisha Garba ◽  
Gregory W. Schneider ◽  
Eduardo Camps‐Romero ◽  
Onelia G. Lage ◽  
...  
Keyword(s):  
Service Learning ◽  
Social Accountability ◽  
Interprofessional Teamwork

Toward interprofessional service-learning and social accountability in health: One South African University’s process-oriented-participatory journey

2018 ◽  
Vol 33 (3) ◽  
pp. 291-294
Author(s):  
Elizabeth Du Toit ◽  
Shanene Olivera ◽  
Kegan Topper ◽  
Riaan van de Venter ◽  
Maggie Williams ◽  
...  
Keyword(s):  
Service Learning ◽  
South African ◽  
Social Accountability ◽  
Process Oriented

Student-Run Clinics: Opportunities for Interprofessional Education and Increasing Social Accountability

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Maxine Holmqvist ◽  
Carole Courtney ◽  
Ryan Meili ◽  
Alixe Dick
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Interprofessional Education ◽  
Student Leadership ◽  
Social Accountability ◽  
Student Leaders ◽  
Community Service Learning ◽  
History Of ◽  
Socially Responsive ◽  
Canadian Student

Background: Collaborative practice is a necessary component of providing effective, socially responsive, patient-centred care; however, effective teamwork requires training. Canadian student-run clinics are interprofessional community service-learning initiatives where students plan and deliver clinical and health promotion services, with the assistance of licensed healthcare professionals.Methods and Findings: In this article, we use a reflective approach to examine the phenomenon of student-run clinics in Canada. First, we briefly review the history of student-run clinics and then describe one particular clinic in detail. Then, drawing on the experiences of student-run clinics across the country, we identify common themes and challenges that we believe characterize these programs.Conclusion: Student-run clinics in Canada emphasize health equity, interprofessionalism, and student leadership. As more student-run clinics are developed, both nationally and internationally, co-ordinated research efforts are needed to determine their effects on students, institutions, communities, and healthcare systems. If educators can learn to collaborate effectively with student leaders, student-run clinics may be ideal sites for advancing learning around interprofessionalism and social accountability.

scholarly journals Health Profession Education in Remote or Geographically Isolated Settings: A Scoping Review

2020 ◽  
Vol 7 ◽  
pp. 238212052094359
Author(s):  
Carole Reeve ◽  
Karen Johnston ◽  
Louise Young
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Health Professional ◽  
Scoping Review ◽  
Professional Education ◽  
Social Accountability ◽  
Bibliographic Databases ◽  
Health Professional Education ◽  
Educational Strategies ◽  
Remote Health

Remote health has been differentiated from rural health in Australia and defined as isolated, with poor service access and a relatively high proportion of Indigenous residents, necessitating different models of care. Educational strategies for remote health practice are often needs driven and the characteristics of remote health may be used to categorise remote health professional education. This scoping review aims to identify the purpose of health professional education for remote settings, the type of educational strategies implemented and the reported outcomes. A broad search of published literature available in online bibliographic databases was conducted. A total of 33 articles met the review inclusion criteria. A further 7 articles were identified for inclusion in the review through citation searches and the authors’ networks giving a total of 40 articles. Six primary themes were established based on the educational purpose: (1) cultural competency; (2) social accountability; (3) rural and remote skill development for the general workforce; (4) remote specialisation; (5) specialist skills required for a remote workforce; and (6) remote teaching. These themes also reflect the philosophical change over time recognising remote health as a separate discipline and its value as a distinctive and efficacious learning environment. The concept of education for remote practice is proposed to describe this unique leaning environment which encompasses critical pedagogy to develop a sense of agency and social accountability, embedding the delivery of primary health care through service learning and developing relationships in a context which is transformative.

scholarly journals Assessing Student Attitudes as a Result of Participating in an Interprofessional Healthcare Elective Associated with a Student-Run Free Clinic

2010 ◽  
Vol 1 (3) ◽  
Author(s):  
Sarah Shrader ◽  
Amy Thompson ◽  
Wanda Gonsalves
Keyword(s):  
Service Learning ◽  
Student Attitudes ◽  
Physician Assistants ◽  
Professional Roles ◽  
Free Clinic ◽  
Improvement Project ◽  
Interprofessional Teamwork ◽  
Medicine Physician ◽  
Interprofessional Healthcare ◽  
The Impact

Background: An interprofessional elective using a student-run clinic can introduce students to professional roles, collaborative patient care, and health disparities. Methods and Findings: Students from four professions (pharmacy, medicine, physician assistant, and physical therapy) participated in a service-learning elective where they received weekly didactic lectures and provided healthcare in a student-run free clinic. Additional interprofessional activities included a quality improvement project and a case presentation. Students were administered anonymous surveys before and after the elective to assess changes in their attitudes toward interprofessional teamwork. A total of 93 and 74 students completed the pre-survey and post-survey, respectively. After participating in the elective, significantly more students reported working in interprofessional teams and understood the role of physician assistants. The majority of other attitudes about interprofessional collaboration and professional roles were sustained or improved after the elective.Conclusion: An interprofessional service-learning elective using didactic and experiential learning in an interprofessional, student-run free clinic sustained or improved student attitudes toward interprofessional teamwork. The elective had a significant impact on increased student experience working in interprofessional healthcare teams and increased understanding of health professions’ roles. Continued assessment of the impact on student behaviours and patient outcomes is warranted.

scholarly journals Comparing different methods of learning in the development of social accountability and CanMEDS roles in medical students

2017 ◽  
Author(s):  
Alvin H. Ip ◽  
Jerry C. Ku ◽  
Wayne Hung ◽  
Jane A. Buxton
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Group Discussion ◽  
Social Accountability ◽  
Project Based Learning ◽  
Self Report ◽  
Community Service Learning ◽  
University Of British Columbia ◽  
Health Course ◽  
Methods Of Learning

AbstractObjective: Medical students at the University of British Columbia undertake a population health course that aims to cultivate social accountability and CanMEDS roles. Students choose between Discussion Group Option (DGO), Community Service Learning Option (CSLO), or Self-Directed Project Option (SDPO). The objective of this study was to evaluate the effectiveness of these three different learning options in developing social accountability and CanMEDS roles in medical students. Methods: Expert consultation and literature review were undertaken to develop a self-report survey. Students who had completed the course from 2009 to 2013 were surveyed. The results were analyzed to evaluate differences between groups.Results: We recruited 168 participants with equal representation from each option. CSLO and SDPO students reported greater development of social accountability and CanMEDS roles from the course compared to DGO students. In addition, CSLO and SDPO students reported greater academic output and satisfaction from their experience.Conclusion: Students who participated in community-based or project-based learning reported significantly better acquisition of social accountability and CanMEDS roles compared to students who engaged in group discussion. RésuméObjectif: Les étudiants en médecine de l’Université de la Colombie-Britannique suivent un cours sur la santé de la population qui vise à cultiver la responsabilité sociale et les rôles CanMEDS. Les étudiants choisissent entre l’option de discussion de groupe (DGO, de l’anglais), l’option d’apprentissage par l’engagement communautaire (CSLO, de l’anglais) ou l’option de projet autonome (SDPO, de l’anglais). L’objectif de cette étude était d’évaluer l’efficacité de ces trois options d’apprentissage différentes pour le développement de la responsabilité sociale et des rôles CanMEDS chez les étudiants en médecine. Méthodes: Des consultations d’experts et une revue de la littérature ont été entreprises afin de concevoir un sondage d’autodéclaration. Les étudiants ayant complété le cours de 2009 à 2013 ont été interrogés. Les résultats ont été analysés afin d’évaluer les différences entre les groupes.Résultats: Nous avons recruté 168 participants, avec une représentation égale pour chaque option. Les étudiants des groupes CSLO et SDPO ont déclaré plus de développement de leur sens de responsabilité sociale et des rôles CanMEDS à la suite du cours, en comparaison aux étudiants du groupe DGO. De plus, les étudiants des groupes CSLO et SDPO ont rapporté un plus grand nombre de réalisations scolaires et une meilleure satisfaction par rapport à leur expérience. Conclusion: Les étudiants qui ont participé à l’apprentissage par l’engagement communautaire ou par l’entremise d’un projet autonome ont rapporté une acquisition nettement meilleure de la responsabilité sociale et des rôles CanMEDS, en comparaison aux étudiants qui ont participé à une discussion de groupe. 

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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