Swipe om te navigeren naar een ander artikel
Community-based participatory research (CBPR) and service-learning are unique experiential approaches designed to train medical students how to provide individualized patient care from a population perspective. Medical schools in the US are required to provide support for service-learning and community projects. Despite this requirement, few medical schools offer structured service-learning. We developed the Community Action Research Track (CART) to integrate population medicine, health promotion/disease prevention and the social determinants of health into the medical school curriculum through CBPR and service-learning experiences. This article provides an overview of CART and reports the program impact based on students’ participation, preliminary evaluations and accomplishments. CART is an optional 4‑year service-learning experience for medical students interested in community health. The curriculum includes a coordinated longitudinal program of electives, community service-learning and lecture-based instruction. From 2009–2015, 146 CART students participated. Interests in public health (93%), community service (73%), primary care (73%), CBPR (60%) and community medicine (60%) were the top reasons for enrolment. Significant improvements in mean knowledge were found when measuring the principles of CBPR, levels of prevention, determining health literacy and patient communication strategies (all p’s < 0.05). Most students (73%) were satisfied with CART. Projects were disseminated by at least 65 posters and four oral presentations at local, national and international professional meetings. Six manuscripts were published in peer-reviewed journals. CART is an innovative curriculum for training future physicians to be community-responsive physicians. CART can be replicated by other medical schools interested in offering a longitudinal CBPR and service-learning track in an urban metropolitan setting.
Grasso D, Boonsiri J, Lipschitz D, et al. Posttraumatic stress disorder: the missed diagnosis. Child Welfare. 2009;88:157–76.
Meyer SM, Garr DR, Evans C, Maeshiro R. Advancing interprofessional clinical prevention and population health education a curriculum development guide for health professions faculty. 2016. http://www.teachpopulationhealth.org/uploads/2/1/9/6/21964692/ipe_crosswalk_2016_update.pdf. Accessed 11 May 2017.
Israel BA, Schulz AJ, Parker EA, Becker AB. Community-Campus Partnerships for Health. Community-based participatory research: policy recommendations for promoting a partnership approach in health research. Educ Health (abingdon). 2001;14:182–97. CrossRef
Stewart T, Wubbena ZC. A systematic review of service-learning in medical education: 1998–2012. Teach Learn Med. 2015;27:115–22. CrossRef
Liaison Committee on Medical Education. Functions and structure of a medical school: standards for accreditation of medical education programs leading to the MD degree. 2017. http://lcme.org/. Accessed 11 May 2017.
Keller RS, Allard IM. Curriculum inventory in context: U.S. medical schools reporting service learning in the curriculum in each academic level. Washington, D.C.: Association of American Medical Colleges; 2016.
Association of American Medical Colleges. Medical school graduation questionnaire: 2016 all schools summary report. 2016. https://www.aamc.org/download/464412/data/2016gqallschoolssummaryreport.pdf. Accessed 11 May 2017.
Gimpel N, Pagels P, Roy V, Tullius Z, Kindratt T. Family medicine resident education: an innovative model of community medicine training. J Community Med Health Educ. 2013;3:197. CrossRef
Gimpel N, Pagels P, Kindratt T. Community action research experience (CARE): training family physicians in community based participatory research. Educ Prim Care. 2017; https://doi.org/10.1080/14739879.2017.1295789.
Dehaven MJ, Gimpel NE, Dallo FJ, Billmeier TM. Reaching the underserved through community-based participatory research and service learning: description and evaluation of a unique medical student training program. J Public Health Manag Pract. 2011;17:363–8. CrossRef
Pagels P, Kindratt T, Arnold D, Brandt J, Woodfin G, Gimpel N. Health literacy objective structured clinical exam for family medicine residents. Med Teach. 2013;35:874–5. CrossRef
Pagels P, Kindratt T, Arnold D, Brandt J, Woodfin G, Gimpel N. Training family medicine residents in effective communication skills while utilizing promotoras as standardized patients in OSCes: a health literacy curriculum. Int J Family Med. 2015;2015:129187. https://doi.org/10.1155/2015/129187. CrossRef
Squiers JJ, Purmal C, Silver M, Gimpel N. Community health fair with follow-up. Med Educ. 2015;49:526–7. CrossRef
Gimpel N, Teng R, Billmeier T, et al. Evaluating the impact of the Fitness in Nutrition and Exercise (FINE) program within shared medical appointments (SMA) on reducing childhood obesity in a community-based clinic. Tex J Public Health. 2010;62:28–31.
Zwischenberger BA, Moore BJ, Luber SD, Dallo FJ. Etiology of uncompleted exercise stress testing after ED chest pain evaluation. Am J Emerg Med. 2011;29:427–31. CrossRef
- Community action research track: Community-based participatory research and service-learning experiences for medical students
- Bohn Stafleu van Loghum