scholarly journals The Need for Social Accountability in Medical School Education: a Tale of Five Students’ Integration into Vancouver’s Downtown Eastside

2017 ◽  
Author(s):  
Taren Roughead ◽  
Hira Gill ◽  
Krista Dewar ◽  
Naomi Kasteel ◽  
Kimberly Hamilton
Keyword(s):  
Community Involvement ◽  
Personal Experience ◽  
Medical Curriculum ◽  
Social Accountability ◽  
Community Based ◽  
Community Learning ◽  
University Of British Columbia ◽  
Downtown Eastside ◽  
Community Based Learning ◽  
The University

AbstractMedical educators are recognizing that social accountability is a tenet of Canadian medical education, yet it is a difficult concept to teach didactically. Accumulating evidence supports the integration of social accountability into the medical curriculum through community involvement. Fortunately, the University of British Columbia Faculty of Medicine enables students to pursue community learning as part of its curriculum; and we, five medical students, benefited from that opportunity. This commentary will promote the importance of teaching social accountability in medical schools through community-based learning based on available literature and our personal experience with Vancouver’s Downtown Eastside (DTES). RésuméLes professeurs de médecine reconnaissent que la responsabilité sociale est un pilier de l’éducation médicale canadienne; néan- moins, c’est un concept difficile à enseigner didactiquement. De plus en plus de preuves appuient l’intégration de la responsabilité sociale au curriculum médical à travers l’engagement communautaire. Heureusement, la Faculté de Médecine de l’Université de la Colombie-Britannique permet aux étudiants de participer à l’apprentissage par engagement communautaire en tant que composante du curriculum; nous, cinq étudiants en médecine, avons pu profiter de cette opportunité. Ce commentaire va promouvoir l’importance d’enseigner la responsabilité sociale dans les écoles de médecine par l’intermédiaire de l’apprentissage par engagement communau- taire, basé sur la littérature disponible et notre expérience personnelle avec le quartier de Downtown Eastside de Vancouver (DTES). 

scholarly journals Is community-based electrocardiography education feasible in the early phase of an undergraduate medical curriculum?

2017 ◽  
Vol 22 ◽  
Author(s):  
Carol O. Larson ◽  
Johan Bezuidenhout ◽  
Lynette J. Van der Merwe
Keyword(s):  
Medical Curriculum ◽  
Limited Resources ◽  
Ethical Aspects ◽  
Structured Interviews ◽  
Community Based ◽  
Clinical Phase ◽  
Teaching Standards ◽  
Preclinical Phase ◽  
Community Based Learning ◽  
The University

Accreditation authorities expect medical schools to increase their teaching standards and civic engagement, despite limited resources. The aim of this study was to investigate the feasibility of community-based (CB) electrocardiography (ECG) instruction in semesters 4and/or 5 of the undergraduate MBChB programme at the University of the Free State in Bloemfontein, South Africa. A literature review and 34 structured interviews were employed, using a mixed-methods QUAN (þqual) research design. Regarding the preclinical phase, 18 interviewees strongly supported community-based learning (CBL) and 21strongly supported task-based (TB) CBL. Responses were more conservative regarding the practicability of TB CBL. Twenty-two interviewees supported preclinical phase ECG-specific CBL. There was more support for implementing CB ECG in the clinical phase than in the preclinical phase. Challenges identified included finances, transport, personnel availability, clinic space, curriculum time constraints, student and driver absenteeism, and ethical aspects. Solutions for the preclinical phase included combining electrocardiography with other CBL tasks. Many interviewees supported preclinical phase TB CBL, although several factors determine its feasibility. Availability of human and other resources and curriculum time significantly impact CB ECG learning. Solutions necessitate additional location-specific research.

scholarly journals Community Stories and Growth Through Research-Based Theatre

2018 ◽  
Vol 11 (2) ◽  
pp. 109-126
Author(s):  
Christopher Cook ◽  
George Belliveau
Keyword(s):  
British Columbia ◽  
Thematic Analysis ◽  
Community Members ◽  
Community Based ◽  
Creation Process ◽  
University Of British Columbia ◽  
Downtown Eastside ◽  
Collective Creation ◽  
The University ◽  
The Impact

Community members and staff at the University of British Columbia (UBC) Learning Exchange collectively created a theatre piece, based on stories from Vancouver’s Downtown Eastside (DTES), entitled Voices UP! This article examines the impact this project had on four DTES community members who took part in the collective creation process. The results are presented as both a thematic analysis and a short play script, entitled Give Me Your Hands. Give Me Your Hands is a play about making a play, illustrating the shared and individual learning experiences of those who took part in a community-based collaborative theatre process.

scholarly journals An immersive Arabic language course in Cairo moves online

2021 ◽  
pp. 79-94
Author(s):  
Heba Salem
Keyword(s):  
Arabic Language ◽  
The Novel ◽  
Community Based ◽  
American University ◽  
University Environment ◽  
The Us ◽  
Community Based Learning ◽  
Online Format ◽  
Novel Coronavirus ◽  
The University

This chapter describes the my experience as the instructor for a course rooted in community based learning theory that was forced to move online in spring, 2020, due to the novel coronavirus pandemic. The course, titled ‘CASA Without Borders’, allows Arabic language students in the Center for Arabic Study Abroad (CASA) program at The American University in Cairo (AUC) to leave the university environment and serve the community, while also benefiting from the experience both linguistically and culturally. This course was disrupted by the students’ mandatory return to the US from Cairo as a result of the COVID-19 outbreak, and continued remotely in an online format. This chapter describes the CASA program and explains both the purpose of the CASA Without Borders course and its significance to CASA students and to the program. It also describes and reflects upon my experience of continuing the course remotely during the ongoing pandemic.

scholarly journals Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

2020 ◽  
Vol 12 (7) ◽  
pp. 2601 ◽  
Author(s):  
Thomas Macintyre ◽  
Martha Chaves ◽  
Tatiana Monroy ◽  
Margarita O. Zethelius ◽  
Tania Villarreal ◽  
...  
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Power Structures ◽  
Educational Approach ◽  
Community Based ◽  
Community Learning ◽  
Community Based Learning ◽  
Sustainability Challenges ◽  
Learning Ecologies ◽  
Levers And Barriers

In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

scholarly journals The Past, Present, and Religious Studies Future of Civic Engagement in American Higher Education

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Sara Ronis ◽  
Travis Proctor
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Religious Studies ◽  
Late Antique ◽  
Community Based ◽  
American Higher Education ◽  
Ancient Religion ◽  
Community Based Learning ◽  
The University

We argue that Civic Engagement is fundamental to the stated work of the university, the humanities, and the project of religious studies. We trace the historical connections between Civic Engagement and higher education in the American context to the present, highlighting a consistency of focus on Civic Engagement across diverse university contexts even as educational priorities and instantiations shift. We then explore the particular role of Civic Engagement in Religious Studies pedagogy. We contend that being explicit about integrating Civic Engagement in the religion classroom enhances our students’ ability to understand complex concepts in late antique religion and underscores for them how relevant the study of late ancient religion is to students’ lives today. We offer three ways that instructors in Religious Studies can incorporate Civic Engagement into their classes: cultivating naming practices, focusing pedagogical exercises on honing students’ Civic Engagement skills, and, where practicable, engaging in community-based learning.

scholarly journals Social/Corporate Accountability: A University’s ‘Trek’ Towards Excellence

1969 ◽  
Vol 38 (2) ◽  
pp. 44-71
Author(s):  
Judith Walker
Keyword(s):  
British Columbia ◽  
Social Accountability ◽  
Corporate Accountability ◽  
University Of British Columbia ◽  
Private And Public ◽  
Government Interests ◽  
The University

This paper explores the concept of accountability as it relates to the University of British Columbia. It examines the discourse surrounding social accountability laid out in the university’s Trek 2010 vision and then juxtaposes this with the private accountability to commercial and government interests as evidenced in other documents and recent university decisions. The paper, thus, concludes that both private and public attempts at accountability are present yet the call to account to a wider social public gets muffled by the vagueness of the goals and, in particular, the appeals to excellence.  

Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice

2018 ◽  
Vol 46 (3) ◽  
pp. 246-262 ◽  
Author(s):  
Phillip M. Carter
Keyword(s):  
Mass Media ◽  
Postsecondary Education ◽  
Community Involvement ◽  
Speech Community ◽  
Community Based ◽  
Hispanic Serving Institutions ◽  
The Public ◽  
Speech Communities ◽  
Hispanic Serving ◽  
The University

This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls “public sociolinguistics education.” A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.

Relocating a Sense of Place Using the Participatory Geoweb

2015 ◽  
Vol 6 (1) ◽  
pp. 24-38 ◽  
Author(s):  
Jon M. Corbett ◽  
Mike Evans ◽  
Gabrielle Legault ◽  
Zach Romano
Keyword(s):  
British Columbia ◽  
Sense Of Place ◽  
Ease Of Use ◽  
Community Based ◽  
Community Based Research ◽  
University Of British Columbia ◽  
Document Database ◽  
History Of ◽  
Institutional Relations ◽  
The University

The interactive capability and ease of use of Geoweb technologies suggest great potential for Aboriginal communities to store, manage, and communicate place-related knowledge. For the Métis, who have a long history of dispossession and dispersion in Canada, the Geoweb offers an opportunity in realizing the desire to articulate a coherent sense of place for their people. This paper reports on a community-based research project involving the University of British Columbia (UBC) and the Métis Nation of British Columbia (MNBC) – the political body representing the Métis people in BC. The project includes the creation of a Geoweb tool specifically designed to facilitate the (self) articulation of a Métis community in contemporary BC. It examines how Geoweb technologies have been used to create a participatory, crowd-sourced Historical Document Database (HDD) that takes meaning through the interface of a map. The paper further explores how the data contributed by members of the Métis community have been used to capture, communicate, and represent community memories in the dispersed membership. It concludes by examining challenges that have emerged related to platform stability and institutional relations related to the ongoing sustainability of the HDD.

scholarly journals Community-based learning: A model for higher education and community partnerships

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
Peter Day
Keyword(s):  
Higher Education ◽  
Community Empowerment ◽  
Learning Needs ◽  
Community Practice ◽  
Community Informatics ◽  
Community Based ◽  
Community Voice ◽  
Learning Partnerships ◽  
Community Based Learning ◽  
The University

This paper presents a model of community-based learning partnerships, developed at the University of Brighton, for consideration by Higher Education as a means to securing effective community informatics engagement.  The absence of funding and time to pursue research proposals required me to be creative in continuing collaboration with our community partners of funded research projects. It is suggested here that the academic curriculum together with the resources and goodwill of a UK university can support both the formal requirements of HE student learning and the more informal learning needs of community practice through the development of community media/informatics learning partnerships. This is the first in a series of papers to be written that share the story of community-based learning experiences at the University of Brighton. Our purpose is to engage in meaningful community Informatics/media research and practice partnerships with a view to contributing to knowledge whilst affecting social change. A number of preliminary community informatics/media partnership activities are introduced through the joint lenses of community empowerment and community development. The significance of community voice and community learning in facilitating and enabling active citizenship and empowered communities through community informatics practices is also explored.

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