Medical Student Care of Indigent Populations

Dodson, John A.; Keller, Adrienne

doi:10.1001/jama.291.1.121

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Although in large part these clinics were originally envisioned and implemented as service projects to inculcate idealism and promote activism among students in collaboration with communities in need, 8,17,18,23,41,42 the current literature has exposed these clinics as potentially critical DOI:10.1002/MSJ implementers of several core ACGME competencies. Effective systems-based practice will be highlighted here; this core competency demands future practitioners of healthcare to be able to (1) understand the global meaning of healthcare practices and the effect and influence of other healthcare professionals in the delivery of healthcare; (2) partner with other disciplines in a collegial manner that promotes effective assessment, coordination, and improvement of healthcare practices; (3) practice cost-effective healthcare and resource allocation that maintains the highest standards of quality care; (4) advocate for the highest standards of care for their patients; and (5) examine behaviors within one's practice and the larger context of system behaviors to identify and remediate singular and systematic errors and barriers in healthcare delivery.…”

Section: Potential Lessons From Student-run Clinics: New Paradigms Fomentioning

confidence: 99%

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Student‐Run Health Clinic: Novel Arena to Educate Medical Students on Systems‐Based Practice

Meah

Smith

Thomas

2009

Mount Sinai J Medicine

139

111

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In recent decades, the United States has experienced substantial growth in the number of student-run clinics for the indigent. Today, over 49 medical schools across the country operate over 110 studentrun outreach clinics that provide primary care services to the poor and uninsured. Despite this development, little research has been published on the educational value of such student-led endeavors. Although much has been surmised, no general methodology for categorizing the learning experience in these clinics has been established. This article represents the first literature review of the novel method of educating students through the operation of a clinic for the underserved. It highlights the student-run clinic as a unique enhancement of medical education that may supplant current curricular arenas in teaching students about systems-based practice principles such as cost containment and financing, resource allocation, interdisciplinary collaboration, patient advocacy, and monitoring and delivery of quality care. The novelty of the student-run clinic is that students place themselves at the forefront of problem solving and system navigation to effectively care for severely disadvantaged populations. This article underscores the student-run clinic as a potentially ideal experiential learning method for preparing young physicians to confront a US healthcare system currently facing crises in cost, quality of care, and high rates of uninsurance. The article stresses the need for outcomes research on the long-term effectiveness of the student-run clinic experience in affecting medical student practice behaviors and attitudes in patient care settings that extend beyond

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Section: Potential Lessons From Student-run Clinics: New Paradigms Fomentioning

confidence: 99%

“…Arguably, for SRCs to obtain credibility and acknowledgment of fairness in the landscape of healthcare as well as medical education, more extensive research on the quality of care at SRCs will need to emerge. 26,42 …”

Section: Quality Carementioning

confidence: 99%

Student‐Run Health Clinic: Novel Arena to Educate Medical Students on Systems‐Based Practice

Meah

Smith

Thomas

2009

Mount Sinai J Medicine

139

111

View full text Add to dashboard Cite

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“…Often, they may justify the breach of professional standards to themselves by prioritising the educational value, which occurs in the US, but to a lesser degree. Yet, it is worth considering the reasons why underserved populations serve as educational tools 20. We should bear in mind that patients are likely unaware of a student’s educational status and/or are unable to demand better care because of socioeconomic or cultural vulnerability.…”

Section: Ethical Considerationsmentioning

confidence: 99%

The medical student global health experience: professionalism and ethical implications

2008

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Medical student and resident participation in global health experiences (GHEs) has significantly increased over the last decade. In response to growing student interest and the proven impact of such experiences on the education and career decisions of resident physicians, many medical schools have begun to establish programmes dedicated to global health education. For the innumerable benefits of GHEs, it is important to note that medical students have the potential to do more harm than good in these settings when they exceed their actual capabilities as physicians-in-training. While medical training programmes are beginning to provide students with the knowledge to put their GHEs in context, they must remember that they also bear the responsibility of training their students in a framework to approach these experiences in a principled and professional way. It is necessary that these institutions provide adequate and formalised preparation for both clinical and ethical challenges of working in resource-poor settings. This paper outlines potential benefits and risks of GHEs and delineates recommendations to some of the current issues.

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“…Relevant examples with a health inequity focus include working in Indigenous communities, in aged care or mental health (Dodson & Keller 2004). One such experience could involve providing undergraduate students with an opportunity of becoming health activists.…”

Section: Selectives or Electivesmentioning

confidence: 99%

Health inequities: the need for action by schools of medicine

2008

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We suggest that the contribution to lessening health inequity should be seen as an integral and important role of undergraduate medical education and the academic institutions that provide such programs. Five strategies aimed at increasing the commitment of medical and other undergraduate health students to work with disadvantaged groups to improve their health are described. They include student selection to increase representativeness of students and importantly, support for retention and academic success; undergraduate curriculum, both core and elective, to address inequality and provide skills necessary to implement change in a range of areas that impact on health; academic physicians modelling the above by actively working in and for disadvantaged groups; developing centres of excellence carrying out research in health inequity, particularly intervention rather than solely descriptive research and creating high status academic appointments in key designated positions addressing inequity. Schools of Medicine could be rated on their action on these criteria so that benchmarking across institutions could occur.

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Medical Student Care of Indigent Populations

Cited by 4 publications

References 11 publications

Student‐Run Health Clinic: Novel Arena to Educate Medical Students on Systems‐Based Practice

Student‐Run Health Clinic: Novel Arena to Educate Medical Students on Systems‐Based Practice

The medical student global health experience: professionalism and ethical implications

Health inequities: the need for action by schools of medicine

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