Community engagement: A central feature of NOSM’s socially accountable distributed medical education

Strasser, Roger; Hogenbirk, John C.; Jacklin, Kristen; Maar, Marion; Hudson, Geoffrey L.; Warry, Wayne; Cheu, Hoi; Dubé, Tim; Carson, Dean B.

doi:10.36834/cmej.42151

Cited by 46 publications

(44 citation statements)

References 17 publications

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“…Overall, the Simulated Cultural Communication Scenarios create an effective and safe space for education of health care providers and medical learners and offer promise for clinical cultural safety education. Community engagement has been the key to the success of NOSM’s socially accountable distributed medical education, 24 and this innovative teaching approach expands this approach into clinical skills education.…”

Section: Discussionmentioning

confidence: 99%

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Maar

Bessette

McGregor

et al. 2020

Journal of Medical Education and Curricular Development

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Background: Building on partnerships with Indigenous communities and with the support of the Northern Ontario School of Medicine, faculty created groundbreaking, authentic cultural immersion curriculum designed to foster culturally safe interpersonal skills and cultural understanding. However, structural barriers to the teaching of clinical communication skills for culturally safe care to Indigenous patients persisted. To address this challenge, faculty collaborated with Indigenous animators on the co-creation of a new teaching modality of Simulated Cultural Communication Scenarios. We evaluated student learning experience, the faculty teaching experience, the attainment of teaching goals, benefits, and areas for improvement for this approach. Methods: We piloted 9 Simulated Cultural Communication Scenarios with 64 medical students and 17 tutors. We collected quantitative and qualitative data regarding their experiences and perceptions of the new curriculum. The quantitative data was statistically summarized, and the qualitative data was coded and thematically analyzed. Results: The emergent themes indicate that co-created Simulated Cultural Communication Scenarios support the acquisition of culturally safe clinical skills because the modality fosters authentic, safe, context rich, and anti-oppressive patient dialogue with Indigenous animators. Recommendations for optimizing the sessions included ensuring tutors have a deep understanding of the significance of cultural safety in patient care. As the pedagogy is different from the familiar standardized clinical skills sessions, tutors and students benefit from education on the pedagogical approach. Conclusion: Simulated Cultural Communication Scenarios, co-created with cultural insiders and academic educators, represent an authentic education approach to teaching culturally safe clinical encounters. The findings contribute to our understanding of translating social accountability into the clinical setting.

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Section: Discussionmentioning

confidence: 99%

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Maar

Bessette

McGregor

et al. 2020

Journal of Medical Education and Curricular Development

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“…Through immersion in community settings, students can observe seasoned clinicians and can participate fully in providing care, whether in clinics, hospitals, emergency facilities, longterm care settings, patients' homes, or in other community settings. Moreover, only through immersion in communities can students appreciate the context of care-the sociocultural history of individuals and groups, the impact of intergenerational trauma and poverty, and the challenges that exist due to the geographic differences in the availability of health care services with associated impact on health and well-being (Strasser et al 2018a;Dube, Schinke, and Strasser 2019).…”

Section: Immersive Community Engaged Educationmentioning

confidence: 99%

“…There is a substantial future recruitment opportunity through community engagement. If the students/trainees and their families feel at home in the community and valued by the community, they are much more likely to decide to return to this community to join the local PHC team after completion of education and training (Strasser et al 2018a).…”

Section: Longitudinal Learningmentioning

confidence: 99%

Reimaging Primary Health Care Workforce in Rural and Underserved Settings

Strasser¹,

Strasser²

2020

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This series is produced by the Health, Nutrition, and Population Global Practice of the World Bank. The papers in this series aim to provide a vehicle for publishing preliminary results on HNP topics to encourage discussion and debate. The findings, interpretations, and conclusions expressed in this paper are entirely those of the author(s) and should not be attributed in any manner to the World Bank, to its affiliated organizations, or to members of its Board of Executive Directors or the countries they represent. Citation and the use of material presented in this series should take into account this provisional character.The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

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“…This process of community engagement is carried out by many medical universities as part of the student's exposure to the community. [1][2][3] The whole process at the University is facilitated by a designated supervisor from the unit of community medicine. and bring health awareness to the community about lifestyle diseases.…”

Section: Introductionmentioning

confidence: 99%

Organising a medical camp in a community: are there lessons to be learned?

Ruban

Bina

2019

Int J Community Med Public Health

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Part of curriculum requirements for year 3 medical students at AIMST University is to organise a medical camp at end of their community medicine posting. The purpose was two-fold: to orientate medical students towards health needs of the people at primary care level and to bring health awareness to communities that have less access to basic health care services. Annually, seven such camps are held. Our aim was to assess the lessons learned by medical students in this activity and we based our findings from a camp held on January 2018 in village PB. This is a descriptive review. Once the location is selected, the rest is by the medical students - format of camp, flow, type of services offered, medications, invitations, alternate programmes, consultations and referral with assistance from faculty. A stipend of RM 500.00 is provided to cover expenses. A post-mortem is held finally to review feedback, lessons learned and to compile a report. Total of 154 people registered at this camp. We involved the students with an aerobic session. We engaged the village leaders in the opening ceremony. We worked with the local health department to assist in the programmes. Lessons learned were planning, teamwork, empathy, self-efficacy, compromise, leadership quality and resourcefulness. Funding was insufficient, and we sourced through well-wishers and supportive local doctors. Medical camps benefit students, community and the institution the students are from. Community involvement and intersectoral collaboration is essential for best benefits.

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Community engagement: A central feature of NOSM’s socially accountable distributed medical education

Cited by 46 publications

References 17 publications

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Reimaging Primary Health Care Workforce in Rural and Underserved Settings

Organising a medical camp in a community: are there lessons to be learned?

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