Innovative Approaches in Field Instruction and Educational Practice Innovations for Training Social Work Student Interns

2017 ◽  
Author(s):  
Larry M. Gant
Keyword(s):  
Undergraduate Students ◽  
Educational Practice ◽  
Lessons Learned ◽  
Community Based ◽  
Field Instruction ◽  
Community Governance ◽  
Student Groups ◽  
Msw Students ◽  
Student Interns ◽  
Work Student

Abstract: This chapter describes models and approaches of field instruction used by the UMSSW/TAC. The chapter presents an overview of field instruction models and essential student skills; it discusses the use of traditional field instruction, use of specific student groups (e.g., Community-Based Initiative MSW students, Semester in Detroit undergraduate students), and VISTA volunteers. The chapter outlines the migration of field instruction from UMSSW/TAC staff to community governance organizations. The chapter summarizes the experience of efforts to coordinate multiple courses within the SSW and across institutional partner programs (e.g., Urban Planning and Public Policy). The limits and challenges of field instruction approaches are reviewed; benefits to community residents and the Good Neighborhoods Initiative are discussed. Lessons learned are generated from Foundation, Community Partners, Supervisors, and Students. The chapter ends with thoughts about field instruction as a strategy for community development.

From Catastrophe to Recovery: Stories of Fishery Management Success

2019 ◽  
Keyword(s):  
Fishery Management ◽  
Community Leadership ◽  
Lessons Learned ◽  
Community Based ◽  
Community Governance ◽  
Five Dimensions ◽  
Nutrition Security ◽  
Management Actions ◽  
Fish Catch ◽  
The Government

<i>Abstract</i>.—Home to nearly 500 aquatic species, Cambodian freshwater fisheries are among the world’s most diverse (Baran 2005). These diverse fisheries support the livelihoods and the food and nutrition security of millions of Cambodian people. However, these fisheries also face a range of threats, including conflicts with dam projects that disrupt fish movement and spawning, increasing harvest pressure, and unpredictable flood seasons. Rice-field fisheries support as much as 30% of all fish catch in Cambodia and are the site of a unique management strategy that has been implemented to sustainably improve fish catch and strengthen community governance: community fish refuges (CFRs). Community fish refuges have been encouraged by the government of Cambodia and are community-managed protected areas designed to increase fish productivity and protect biodiversity. We use governance scores to examine how support for CFRs from 2012 to 2015 has improved their governance across five dimensions (structure, planning, representation, fundraising, and networking) and the relationship between governance and fish biomass within CFRs. We find some associations between the governance scores and the biomass and biodiversity of the refuges, suggesting that improving governance may affect fishery productivity in this setting. Important lessons learned include (1) that supporting community leadership and technical knowledge enables communities to better understand and justify the underlying reasons for management actions and negotiate their implementation; (2) that in changing ecosystems, community-based approaches allow communities to responsively adapt to the unique, localized environmental conditions they face; (3) that community-based approaches capitalize on a community’s unique knowledge of their ecological setting and community; and (4) that engagement of community leadership with the wider fisheries context is essential to facilitating and encouraging community efforts.

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Are Communities Willing to Transition Into Learning Health Care Communities? A Community-Based Participatory Evaluation of Stakeholders’ Receptivity

2021 ◽  
pp. 104973232199864
Author(s):  
Nabil Natafgi ◽  
Olayinka Ladeji ◽  
Yoon Duk Hong ◽  
Jacqueline Caldwell ◽  
C. Daniel Mullins
Keyword(s):  
Health Care ◽  
Health Care Delivery ◽  
Health Care Professionals ◽  
Care Delivery ◽  
Lessons Learned ◽  
Community Members ◽  
Community Based ◽  
Care Community ◽  
Care Experience ◽  
National Initiative

This article aims to determine receptivity for advancing the Learning Healthcare System (LHS) model to a novel evidence-based health care delivery framework—Learning Health Care Community (LHCC)—in Baltimore, as a model for a national initiative. Using community-based participatory, qualitative approach, we conducted 16 in-depth interviews and 15 focus groups with 94 participants. Two independent coders thematically analyzed the transcripts. Participants included community members (38%), health care professionals (29%), patients (26%), and other stakeholders (7%). The majority considered LHCC to be a viable model for improving the health care experience, outlining certain parameters for success such as the inclusion of home visits, presentation of research evidence, and incorporation of social determinants and patients’ input. Lessons learned and challenges discussed by participants can help health systems and communities explore the LHCC aspiration to align health care delivery with an engaged, empowered, and informed community.

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

scholarly journals 1125. Innovative Virtual Learning in the Midst of a Pandemic - Patients, Populations, and Pandemics: Responding to COVID-19

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S592-S593
Author(s):  
Lucille K Kohlenberg ◽  
Muriel J Solberg ◽  
Fatima N Ali-Mirza ◽  
Sheela Shenoi ◽  
Saad Omer
Keyword(s):  
Student Participation ◽  
Lessons Learned ◽  
Direct Patient Care ◽  
Future Health ◽  
Unique Challenge ◽  
Student Groups ◽  
Group Presentations ◽  
Innovative Learning ◽  
Education Medical ◽  
Virtual Setting

Abstract Background The COVID-19 pandemic has posed a unique challenge to undergraduate medical education. Medical schools postponed student participation in direct patient care in mid-March 2020, creating the need for rapidly-designed, virtual, and innovative learning experiences. Methods Utilizing Kern’s six-step approach to curriculum development, faculty and medical student liaisons rapidly designed a six-week online and interactive course for clerkship-year students and above, launched on March 30th, 2020. “Patients, Populations, and Pandemics: Responding to COVID-19” emphasized honing higher level skills of Bloom’s taxonomy, namely evaluating, synthesizing, and creating. Following weekly faculty-led lectures, student groups identified research questions, analyzed literature, presented data, critiqued peer presentations, and created infographics for the public. Results We aimed to maintain quality and interactiveness despite challenges posed by our timeframe, the evolving COVID-19 literature, and the virtual setting. We recruited frontline faculty and designed the course to facilitate discussion, thereby promoting real-time exploration of public health and clinical challenges. Encouraging student participation, we incorporated group synthesis sessions and instructed use of video, hand-raising, and chat features. In a survey administered at the end of the first week, 85.7% (18/21) of students strongly agreed or agreed that small group presentations successfully enabled synthesis of new and emerging data. Among the 29 enrolled students, 82.8% (24/29) of students completed final course evaluations, with 87.5% (21/24) agreeing that the learning activities “usually” or “always” helped meet the learning objectives identified at the beginning of the course. The course was rated as “excellent” or “very good” by 83.3% (20/24) of students. Conclusion Lessons learned include providing students with increased direction on critically reviewing peer presentations and imparting guidance on best practices for data synthesis. This course model will be disseminated throughout our institution and beyond to address challenges in remote learning and to serve as a paradigm during future health crises. Disclosures All Authors: No reported disclosures

scholarly journals Women and Legal Pluralism: Lessons from Indigenous Governance Systems in the Andes

2017 ◽  
Vol 49 (3) ◽  
pp. 633-658 ◽  
Author(s):  
RACHEL SIEDER ◽  
ANNA BARRERA
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Women ◽  
Structural Constraints ◽  
Community Based ◽  
Community Governance ◽  
Collective Rights ◽  
The Andes ◽  
Governance Systems ◽  
National Citizenship ◽  
Citizenship Regimes

AbstractThe shift towards legally plural multicultural and pluri-national citizenship regimes in the Andes formally recognised indigenous peoples’ community-based governance systems. These tend to emphasise participation, deliberation and service to the collective, but are often criticised for discriminating against women. We argue that recent constitutional reforms and legislation combining recognition of collective rights claims with institutional guarantees for gender equality have in fact amplified indigenous women's different strategies of ‘negotiating with patriarchy’, allowing them to further the transformation of their organisations and ‘custom’. Such strategies are necessary because of the intersections of race, class and gendered exclusions that indigenous women experience, and possible because of the diverse and dynamic nature of community governance systems. Despite systemic and structural constraints on the guarantee of indigenous peoples’ rights, the actions of organised indigenous women over the last two decades point to new ways of imagining more plural, less patriarchal forms of citizenship.

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