Concurrent Session A09 - Beyond Flexnerbeyondflexner.org/wp-content/uploads/2-A09-Presentations.pdf · LCME Standard 6: Competencies, Curricular Objectives, and Curricular Design

Community, Diversity, & Equity

Concurrent Session A09Curricular Innovation: Changing the Paradigm

Presented at the Beyond Flexner Conference | April 9-11, 2018 | Atlanta, GA USA

All Rights Reserved, no forms of dupblication nor distribution allowed without author's consent.

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The Morehouse School of Medicine Adheres to ACCME Essential Areas, Standards, and Policies regarding industry support of continuing medical education. Disclosure of the planning committee and faculty’s commercial relationships will be made known at the activity. Speakers are required to openly disclose of any limitations of data and/or any discussion of any off-label, experimental, or investigational uses of drugs or devices in their presentations.



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Heather Archer-Dyer, MPH, CHESSpeaker



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Science at the heart of medicine

Community-Based Service Learning: Developing an Undergraduate Medical

Education (UME) Curriculum

Heather A. Archer-Dyer, MPH, CHES&

Alicia V. Martinez, MS

April 9, 2018



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| 5Science at the heart of medicine 5/25/2018



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Agenda

Vision Definitions Types of Service Learning Background & RationaleMethodology Potential Learner Outcomes & Impact Questions




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Vision

A rigorous competency-based longitudinal interdisciplinary Community Based Service-Learning Program (CBSL) for medical students that:

• Engages with the Bronx community• Promotes leadership and advocacy skills • Impacts health outcomes • Instills a sense of social justice




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Background and Rationale




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LCME Standard 6: Competencies, Curricular Objectives, and Curricular Design

6.6 Service-Learning The faculty of a medical school ensure that the medical education program provides sufficient opportunities for, encourages, and supports medical student participation in service-learning and community service activities.




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LCME: Definition of Service Learning




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Across the Country…

Medical schools are adopting programs in service-learning that incorporate

meaningful service link to the curriculum provide opportunities to construct collaborative partnerships other means of interprofessional education




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Medical Schools with Service-Learning Programs

Harvard Medical School UNC DUKEWake Forest Georgetown FIU Herbert Weirtheim College of Medicine Indiana University School of Medicine University of Chicago And the list goes on….




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Service-Learning Across Multiple Schools and Disciplines




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Methodology:Curriculum and

Evaluation




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Why is Service-Learning Valuable and Necessary?

Service-learning can also:• Enrich the learning of academic subjects• Foster the examination of values, beliefs, & civic

responsibility; all within the context of a community and its needs

• Provide help to service agencies and communities• Fosters a reciprocal relationship with academic institutions &

the community• Advance our understanding of societies, cultures and world

issues by testing scholarship against immediate practical experience and theory within a cultural context




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Methodology

The new required longitudinal curriculum would be based on Einstein competencies Physician as:

• Healer• Scientist • Advocate• Educator• Colleague• Role Model• Life-Long Learner




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Methodology - Learning Objectives

Foster student leadership development & community outreach Provide opportunities to learn about the health inequities & social

justice issues affecting the Bronx Offer guidance in the development of action plans & mentorship

community outreach Develop appropriate & needed curriculum for students involved in

community action projects Empower students & encourage engagement in meaningful

service learning Offer supervision & support with evaluation & reflection




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Methodology

Promote intercultural understanding• Cultural sensitivity

The service may involve:• Teaching• Mentoring• Health care navigation• Community development• Environmental project• Other activities




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Methodology

Instruction will be integrated into appropriate foundational courses as well as service in the community, allowing for active and self-directed learning (experiential learning)

Student assessment is necessary to determine:• Student outcomes• Document community impacts• Evaluate program structure and process - including the relationship between

Einstein & CBOs




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Methodology – Qualitative Measures




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Curriculum Map

Content Methods Year Assessment

foundational coursework (e.g., cultural humility, health literacy, intro to IRB, motivational interviewing,community engagement)

Flipped classroomSmall groupSimulation

MS1 Quiz(zes)Reflective essaysDiscussionAttendance

development of research, surveys, and questionnaires MCQs MS1 Written summary

individual patient / family longitudinal learning social determinants / health disparities / coaching / mentoring

Community Small Group

MS2 OSCEReflective essaysDiscussion360 Evaluation

advocacy course; scholarly activity: leadership skills and community advocacy

Small Group MS3 Case analysisQuestionnaires



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Potential Learner Outcomes / Impact




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Observed Outcomes / Future Potential Impact

Increased academic learning and professional development• Nonclinical and clinical skills• Increased self-confidence, efficacy and problem analysis skills

Personal development• Leadership ability, inter and intrapersonal skills

Enhanced civic and social responsibility• Engaged in more hours of service than required



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Students learn, share, and nurture the skills needed for their roles as future physicians, physician-scientists and compassionate professionals necessary to work in our ever expanding communities in the Bronx.

CBSL cultivates strong leaders in service that will help to prepare all students for the clinical years and ultimately provide equitable healthcare as future physicians and physician-scientists.




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Questions




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Documents

Concurrent Session A09 - Beyond Flexnerbeyondflexner.org/wp-content/uploads/2-A09-Presentations.pdf · LCME Standard 6: Competencies, Curricular Objectives, and Curricular Design