Case Study: The Stanford University School of Medicine and Its Teaching Hospitals

Philip A. Pizzo

doi:10.1097/acm.0b013e318181d880

“More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students

BMC Medical Education ◽

10.1186/s12909-021-03037-4 ◽

2022 ◽

Vol 22 (1) ◽

Author(s):

Kerry Badger ◽

Rory Morrice ◽

Olivia Buckeldee ◽

Natalia Cotton ◽

Dilshani Hunukumbure ◽

...

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Service Learning ◽

Meaningful Work ◽

Teaching Hospitals ◽

Undergraduate Medical Students ◽

School Of Medicine ◽

Regular Contact

Abstract Background As a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes. Methods Using an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions. Results We received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience. Conclusions Whilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students’ training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

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Reviewer Acknowledgements for Cancer and Clinical Oncology, Vol. 6, No. 2

Cancer and Clinical Oncology ◽

10.5539/cco.v6n2p75 ◽

2017 ◽

Vol 6 (2) ◽

pp. 75

Author(s):

Lexie Grey

Keyword(s):

Clinical Oncology ◽

Teaching Hospitals ◽

Cancer Center ◽

Stanford University ◽

Yale University ◽

Application Form ◽

University Of Florida ◽

Temple University ◽

University Of Wisconsin ◽

School Of Medicine

Cancer and Clinical Oncology wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Cancer and Clinical Oncology is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/reviewer and e-mail the completed application form to [email protected] for Volume 6, Number 2Aditya R Bele, University of Florida, USAAkhilesh Kumar, University of Wisconsin, USADhaarini Murugan, Oregon Health and Science University, USAHao Xie, Yale-New Haven Hospital Yale University School of Medicine, United StatesHemendra Mod, Aaruni Hospital PVT Ltd, IndiaJuan Luis Callejas Valera, UCSD/Moores Cancer Center, United StatesKaushik Thakkar, Stanford University, USAManal Mehibel, Stanford University, USAMark G Trombetta, Temple University School of Medicine, United StatesMohammed Abdelmoneam Osman, General Organization for Teaching Hospitals, EgyptMona Mostafa Mohamed, Cairo University, EgyptRajesh Kumar, Cancer Center MGH/Harvard Medical School, USASahar Ahmed Abdalbary, Cairo University, EgyptXin Wang, Sichuan University, China

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Accelerating biomedical innovation: a case study of the SPARK program at Stanford University, School of Medicine

Drug Discovery Today ◽

10.1016/j.drudis.2017.03.015 ◽

2017 ◽

Vol 22 (7) ◽

pp. 1064-1068 ◽

Cited By ~ 4

Author(s):

Esther S. Kim ◽

Paige M.C. Omura ◽

Andrew W. Lo

Keyword(s):

Stanford University ◽

Biomedical Innovation ◽

School Of Medicine

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Using Advanced Pulmonary Hypertension Therapies in Children

Advances in Pulmonary Hypertension ◽

10.21693/1933-088x-10.2.117 ◽

2011 ◽

Vol 10 (2) ◽

pp. 117-124

Author(s):

Erika Rosenzweig ◽

Dunbar Ivy ◽

Maurice Beghetti ◽

Jeffrey Feinstein

Keyword(s):

Pulmonary Hypertension ◽

Guest Editor ◽

Pediatric Cardiology ◽

Associate Professor ◽

University Hospital ◽

Stanford University ◽

New Therapies ◽

University Of Toronto ◽

University Of Colorado ◽

School Of Medicine

On July 8, 2011, Editor-in-Chief Erika Rosenzweig convened a discussion among a group of physicians who work daily with pediatric PH patients to share their thoughts and experiences related to using new therapies with children. Contributing to the conversation were guest editor Dunbar Ivy, MD, Professor of Pediatrics, University of Colorado; Jeffrey A. Feinstein, MD, MPH, Associate Professor, Stanford University School of Medicine; Tilman Humpl, MD, PhD, Associate Professor, Pediatrics, University of Toronto; and Professor Maurice Beghetti, Head of Pediatric Subspecialties Division and Head of Pediatric Cardiology Unit, Children's University Hospital, Geneva, Switzerland.

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