Community Service and the Pediatric Exam: An Introduction to Clinical Medicine via a Partnership Between First Year Medical Students and a Community Elementary School

McConnell, Erin M.; Clasen, Carla; Stolfi, Adrienne; Anderson, Dustin; Markert, Ronald J.; Jaballas, Elvira

doi:10.1080/10401334.2010.488201

Cited by 14 publications

(12 citation statements)

References 6 publications

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“…They completed an advocacy course, internship, and scholarly activity. Questionnaire • Increased leadership skills • Increased teaching skills • Developed an understanding of health disparities that could be addressed by health education interventions, community partnerships, and changes to policy/legislative mandates McConnell et al, 2010 19 Required 1 year (data over 3 years) M1 (N = 301) Pediatric knowledge Lectures on health topics, provide physical exams to students from inner-city schools Pediatric exams, questionnaire • Learned to identify and address the health-needs of an underserved community • Increased teaching and presentation skills McNeal et al, 2012 20 Selective 2 to 3 months M1, M2, M3, and M4 Health behavior education Mini-grants awarded to student groups, groups conducted needs-assessments, held health a fare, and developed summer projects to address community needs Poster presentations, questionnaire • Developed leadership skills • Increased understanding of the social determinants of health • Developed understanding of health disparities that could be addressed by health education interventions, community partnerships, and changes to policy/legislative mandates Meili et al, 2011 21 Selective 2 years M1 and M2 (N = 14) Develop social accountability Service-learning program rotates through urban, rural, and international locations (students learn foreign language), qualitative data analysis conducted on open-ended questionnaires Reflective essay • Increased importance of patient-physician relationships • Developed multicultural understanding of community • Increased understanding of the social determinants of health • Increased sense of social justice • Recognized need to affect unhealthy habits of communities • Mixed...…”

Section: Resultsmentioning

confidence: 99%

An overview of infusing service-learning in medical education

Stewart

Wubbena

2014

Int J Med Educ

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ObjectivesTo identify and review existing empirical research about service-learning and medical education and then to develop a framework for infusing service-learning in Doctor of Medicine or Doctor of Osteopathic Medicine curricula.MethodsWe selected literature on service-learning and medical education. Articles were screened with a protocol for inclusion or exclusion at two separate stages. At stage one, articles were screened according to their titles, abstracts, and keywords. The second stage involved a full-text review. Finally, a thematic analysis using focused and selective coding was conducted.ResultsEighteen studies were analyzed spanning the years 1998 to 2012. The results from our analysis informed the development of a four-stage service-learning framework: 1) planning and preparation, 2) action, 3) reflection and demonstration, and 4) assessment and celebration.ConclusionsThe presented service-learning framework can be used to develop curricula for the infusion of service-learning in medical school. Service-learning curricula in medical education have the potential to provide myriad benefits to faculty, students, community members, and university-community partnerships.

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Section: Resultsmentioning

confidence: 99%

An overview of infusing service-learning in medical education

Stewart

Wubbena

2014

Int J Med Educ

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“…Very few studies in the early clinical experience literature have looked specifically at exposure to pediatrics. Three studies have identified positive outcomes when students interacted with healthy children ( 6 – 8 ) and only one study by Satran et al ( 9 ) exposed students to pediatric patients in hospital and ambulatory care settings. This study provided insight into the educational benefits of exposing pre-clinical students to children with chronic diseases and their families.…”

Section: Discussionmentioning

confidence: 99%

Pre-clinical medical student experience in a pediatric pulmonary clinic

Saba

Hershenson

Arteta

et al. 2015

Medical Education Online

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ObjectiveOur objective was to evaluate the educational value of introducing pre-clinical medical students to pediatric patients and their families in a subspecialty clinic setting.MethodsFirst- and second-year medical students at the University of Michigan seeking clinical experience outside of the classroom attended an outpatient pediatric pulmonary clinic. Evaluation of the experience consisted of pre- and post-clinic student surveys and post-clinic parent surveys with statements employing a four-point Likert scale as well as open-ended questions.ResultsTwenty-eight first-year students, 6 second-year students, and 33 parents participated in the study. Post-clinic statement scores significantly increased for statements addressing empathic attitudes, confidence communicating with children and families, comfort in the clinical environment, and social awareness. Scores did not change for statements addressing motivation, a sense of team membership, or confidence with career goals. Students achieved their goals of gaining experience interacting with patients, learning about pulmonary diseases, and observing clinic workflow. Parents felt that they contributed to student education and were not inconvenienced.ConclusionsStudents identified several educational benefits of exposure to a single pediatric pulmonary clinic. Patients and families were not inconvenienced by the participation of a student. Additional studies are warranted to further investigate the value of this model of pre-clinical medical student exposure to subspecialty pediatrics.

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“…Greater familiarity with aspects of medical practice may allay anxiety about future contact with health services, and may even influence children's future career choices. To our knowledge, this partnership for medical student assessment is unique, although we are aware of a successful university-school partnership focused on teaching clinical paediatric skills in the school setting (McConnell et al 2010).…”

Section: Discussionmentioning

confidence: 99%