Learning from lives: a model for health and social care education in the wider community context

Anderson, Liz; Lennox, Angela; Petersen, S A

doi:10.1046/j.1365-2923.2003.01407.x

Cited by 27 publications

(24 citation statements)

References 9 publications

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“…In particular, although practice at sites located within the community can still deliver good educational outcomes (Anderson et al 2003), we showed that bringing students into the homes of patients themselves can produce a better educational experience. We hope that our success in adapting this concept to an underserved Asian community can serve as the catalyst for greater adoption of this idea and concurrently address health disparities in Asian societies.…”

Section: Discussionmentioning

confidence: 80%

Doctors-to-be at the doorstep – Comparing service-learning programs in an Asian medical school

2011

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Background: Service-learning is a powerful, but underutilized, educational tool in Asian medical schools. Aim: We compared the ability of two programs providing medical care to low-income populations (clinic-based versus homebased approach) to teach community medicine skills in an Asian medical school. Methods: We conducted a cross-sectional study using a self-administered anonymized questionnaire on medical students who participated in the programs using the Fund for the-Improvement of Postsecondary Education Survey Instrument. Participants also gave an overall score for their learning experience in the programs. Results: Participation rates were 97.4% (760/780) and 95.8% (230/240) across the two programs. A majority of participants in either program felt that the experience helped them to improve in all domains surveyed. Regardless of whether one compared those who participated in either program or both programs, the home-based approach was superior at teaching communication skills, teamwork, identifying social issues, gaining knowledge, and applying knowledge. Improved knowledge on long-term management of chronic diseases ( ¼ 1.25, 95% CI, 0.55-1.96) was strongly associated with the overall score for those participating in the home-based program. Conclusions: Service-learning programs, in the Asian context, have potential educational value for medical students in a wide range of domains. The home-based approach is superior at teaching certain aspects of community care.

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Section: Discussionmentioning

confidence: 80%

Doctors-to-be at the doorstep – Comparing service-learning programs in an Asian medical school

2011

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“…The design of individual learning events was influenced by educational theories relating to the process of learning as adhered to by cognitive constructivists such as Piaget (1973) extolling a staged process of knowledge construction. Additionally, the process of social learning was considered, with learning communities in practice supporting medical curriculum primed for later IPE arrangements (Wenger, 1998;Anderson, et al 2003). Social constructivist theorists such as Bandura (1977) who place emphasis on constructing meaning through learning with others in a social context were utilised.…”

Section: Our Interprofessional Curriculummentioning

confidence: 99%

Evaluating an interprofessional education curriculum: A theory-informed approach

2015

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“…In addition, community partnerships with paediatric residency training programmes have demonstrated opportunities for shared learning between paediatric residents and community staff (Meyer et al, 2005). Ensuring adequate levels of resourcing for community education programmes and embedding them within mainstream curricula are consistently identified as critical to their success (Kuo & Slavin, 2001;Anderson et al, 2003). In the Adelaide programme community agency resource constraints posed the greatest threat to the continued success of the programme.…”

Section: Community Child Health For Medical Studentsmentioning

confidence: 99%

“…Three programmes that were developed around multi-agency, primarily non-medical, patient-centred community experiences for medical students were identified following review of 705 citations (Lennox & Petersen, 1998;Juster & Edwards, 2001;Young et al, 2002;Anderson et al, 2003). One programme had two associated publications, which provided some longitudinal information (Lennox & Petersen, 1998;Anderson et al, 2003), and one had a specific focus on child health ( Juster & Edwards, 2001). The logistical challenges associated with delivering community programmes and the substantial resource implications were acknowledged (Lennox & Petersen, 1998;Anderson et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…One programme had two associated publications, which provided some longitudinal information (Lennox & Petersen, 1998;Anderson et al, 2003), and one had a specific focus on child health ( Juster & Edwards, 2001). The logistical challenges associated with delivering community programmes and the substantial resource implications were acknowledged (Lennox & Petersen, 1998;Anderson et al, 2003). Although each programme demonstrated short-term achievement of programme aims in evaluations, there was little information relating to continued effectiveness.…”

Section: Introductionmentioning

confidence: 99%

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Continuing effectiveness of a community child health programme for medical students

O’Keefe

White

2006

Medical Teacher

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In 1998 an innovative, inter-university child health learning programme involving a wide range of community child healthcare agencies was developed and evaluated. There is little information available on the progress over time of similar curriculum innovations. The programme was re-evaluated in 2003 regarding continued effectiveness. Programme records between 1998 and 2003 were reviewed together with programme coordinator recollections. Agency staff and student feedback questionnaire responses were compared for 1998 and 2003. Agency flexibility in programming and capacity for student visits decreased between 1998 and 2003. Fourteen of the 36 agencies offering placements in 2003 had been with the programme in 1998. In only five of these agencies was the contact person for the programme unchanged. Despite high agency turnover, programme evaluations and student reports and presentations consistently supported achievement of programme aims. Although the programme continued to meet its specific aims, a number of agency factors outside the control of the programme coordinators posed real threats to long-term programme success.

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Learning from lives: a model for health and social care education in the wider community context

Cited by 27 publications

References 9 publications

Doctors-to-be at the doorstep – Comparing service-learning programs in an Asian medical school

Doctors-to-be at the doorstep – Comparing service-learning programs in an Asian medical school

Evaluating an interprofessional education curriculum: A theory-informed approach

Continuing effectiveness of a community child health programme for medical students

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