Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

Education Agendas and Resistance With the Teaching and Learning of Freshwater and Extreme Freshwater Events

2018 ◽  
Vol 34 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Alison Sammel ◽  
Dena McMartin ◽  
Katherine Arbuthnott
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Social Constructions ◽  
Community Based ◽  
Psychological Barriers ◽  
Geographical Regions ◽  
Dialectical Relationship ◽  
School Curricula

AbstractDespite the essentiality of freshwater to all life on the planet, the populous has inadequate understandings of water. Formal education plays a key role in shaping how individuals and communities make sense of water, its accessibility, management, consumption, and hazards. This article seeks to bring attention to the influence of cultural framings of freshwater and extreme freshwater events (such as flood and drought) in government-mandated school curricula in two water-vulnerable geographical regions of Australia and Canada. We seek to identify and respond to hegemonic social constructions that become naturalised if left unexamined. By examining the agendas and language around freshwater and extreme freshwater events in formal educational curricula, we gain a better understanding of the perceptions and assumptions made about freshwater. The results highlight that freshwater and extreme freshwater events are minimally conceptualised within these curricula as ‘nature-based’, rather than being part of a dialectical relationship with societal agendas and practices. This article discusses the implications of this framing and the psychological barriers that may affect the acknowledgment and investigation of extreme freshwater events. We conclude by offering curricular suggestions that invite community-based understandings of the dialectic relationship freshwater has with communities and regional ecosystems.

scholarly journals PRESCRIBING COMPETENCY OF MEDICAL STUDENTS: NATIONAL SURVEY OF MEDICAL EDUCATION LEADERS

2018 ◽  
Vol 25 (1) ◽  
pp. e18-e24 ◽  
Author(s):  
Jiayu Liu ◽  
SherWin Wong ◽  
Gary Foster ◽  
Anne Holbrook
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Medical Schools ◽  
Assessment Process ◽  
Competency Assessment ◽  
Canadian Medical School ◽  
Education Leaders ◽  
Close Supervision ◽  
School Curricula

Evidence suggests that newly licensed physicians are not adequately prepared to prescribe medications safely. There is currently no national pre-licensure prescribing competency assessment required in North America. This study’s purpose was to survey Canadian medical school leaders for their interest in and perceived need for a nation-wide prescribing assessment for final year medical students. Method In spring of 2015, surveys were disseminated online to medical education leaders in all 17 Canadian medical schools. The survey included questions on perceived medication prescribing competency in medical schools, and interest in integration of a national assessment into medical school curricula and licensing. Results 372 (34.6 %) faculty from all 17 Canadian medical schools responded. 277 (74.5%) respondents were residency directors, 33 (8.9%) vice deans of medical education or equivalent, and 62 (16.7%) clerkship coordinators. Faculty judged 23.4% (SD 22.9%) of their own graduates’ prescribing knowledge to be unsatisfactory and 131 (44.8%) felt obligated to provide close supervision to more than a third of their new residents due to prescribing concerns. 239 (73.0%) believed that an assessment process would improve their graduates’ quality, 262 (80.4%) thought it should be incorporated into their medical school curricula and 248 (76.0%) into the national licensing process. Except in regards to close supervision due to concerns, there were no significant differences between schools’ responses. Conclusions Amongst Canadian medical school leadership, there is a perceived inadequacy in medical student prescribing competency as well as support for a standardized prescribing competency assessment in curricula and licensing processes.

scholarly journals A comparison of four models of professionalism in medical education

2021 ◽  
Vol 6 (3) ◽  
pp. 24-31
Author(s):  
Maria Isabel Atienza
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Medical Professionalism ◽  
Role Modelling ◽  
School Of Medicine ◽  
Curricular Design ◽  
Definition Of ◽  
Vanderbilt University

Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.

scholarly journals EKSPLORASI PERMASALAHAN DALAM IMPLEMENTASI COMMUNITY-BASED EDUCATION DI FAKULTAS KEDOKTERAN

2016 ◽  
Vol 20 (1) ◽  
pp. 90-97
Author(s):  
Vivi Meidianawaty ◽  
Widyandana Widyandana ◽  
Tri Nur Kristina
Keyword(s):  
Data Collection ◽  
Medical School ◽  
Active Participation ◽  
Qualitative Approach ◽  
Learning Objectives ◽  
Structured Interviews ◽  
Community Based ◽  
Community Based Education ◽  
Private Medical School ◽  
Implementation Problems

Penelitian ini bertujuan untuk mengeksplorasi permasalahan-permasalahan yang dapat ditemukan saat implementasi Community-based Education (CBE) di fakultas kedokteran. Pendekatan kualitatif eksplorasi dilakukan untuk mengidentifikasi permasalahan yang sering ditemui dalam implementasi program CBE. Pengumpulan data dilakukan di fakultas kedokteran negeri dan swasta dengan evaluasi dokumen, wawancara semistruktur, dan observasi. Kesimpulan dari penelitian ini adalah program CBE yang tidak menetapkan tujuan pembelajaran bersifat generik, kurang melibatkan peran aktif masyarakat dalam kegiatan pembelajaran mahasiswa, kebutuhan masyarakat yang jarang teridentifikasi, dan tidak adanya program yang berkelanjutan dapat menyebabkan kejenuhan masyarakat atau kegagalan program CBE mencapai tujuannya.Kata kunci: community-based education, implementasi, masalah, metode berkelanjutann EXPLORATION OF PROBLEMS IN COMMUNITY-BASED EDUCATION IN THE FACULTY OF MEDICINEAbstractThere were sereval problems in the implementation of Community-based Education CBE that need to be further explored. Exploratory qualitative approach was carried out to identify problems that were often encountered. Data collection was conducted in Public Medical School and Private Medical School by using document evaluation, semi-structured interviews, and observation. The conclusion of this study is CBE program that does not set the generic learning objectives, less involvement of the community active participation, the needs of community who are rarely identified, and the absence of a sustainable program can lead to saturation of the CBE program or failure to achieve its objectives.Keywords: community-based education, implementation, problems, sustainable methods

Undergraduate Medical Education towards Health for All: Progress, Pitfalls, Perspectives

1992 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Antonio C. M. Carvalho
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Undergraduate Medical Education ◽  
Poor Quality ◽  
Sources Of Information ◽  
Community Based ◽  
Community Based Education ◽  
Primary Health ◽  
The Impact

I discuss aspects of undergraduate medical education related to primary health care and analyse innovative programmes, with emphasis on problem-based methods and community-based education. Assessing the impact of these programmes shows problem-based learning is an interesting didactic exercise but not a necessary or sufficient condition for the adequacy of programmes to the Health for All (HFA) policy. Community-based education is pressed by several obstacles inside and outside educational institutions that put at risk its effectiveness as a real agent of change. Amongst these obstacles are political difficulties in building linkages amongst teaching institutions, services, and community; logistical problems in facilitating faculty and student work in the community; reactions from faculties; poor research opportunities in primary health care; pressures for more socially, professionally, and economically rewarding careers; biases in training the present generation of teachers; attempts to fulfil the social, behavioural, epidemiological, and preventive knowledge requirements for medical education by adding to an already overloaded information base; and shortage of relevant and significant sources of information for the medical students. Building corporations representing ‘innovative’ programmes, on one side, and ‘conservative’, ‘traditional’ ones, on the other, is not helpful and probably false. Each Programme should be assessed in its strength and weaknesses in the light of political decisions committed to change in unequal, poor-quality health systems.

scholarly journals A Survey of Disaster Medical Education in Osteopathic Medical School Curricula

2016 ◽  
Vol 31 (6) ◽  
pp. 581-582 ◽  
Author(s):  
Steven J. Parrillo ◽  
Doran Christensen ◽  
Howard S. Teitelbaum ◽  
Erik S. Glassman
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Publication Type ◽  
School Curricula

ParrilloSJ, ChristensenD, TeitelbaumHS, GlassmanES. A survey of disaster medical education in osteopathic medical school curricula. Prehosp Disaster Med. 2016;31(6):581–582.

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