Nurturing social responsibility through community service-learning: Lessons learned from a pilot project

Dharamsi, Shafik; Espinoza, Nancy; Cramer, Carl K.; Amin, Maryam; Bainbridge, Lesley; Poole, Gary

doi:10.3109/01421590903434169

Cited by 77 publications

(91 citation statements)

References 25 publications

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“…This confirms the importance of 'witnessing' the social determinants that affect peoples' lives "by observing and acquiring firsthand knowledge" (Dharamsi et al, 2010).…”

Section: [Here] You Just Get To See a Lot More Of What Goes On In supporting

confidence: 50%

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

et al. 2013

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Background: Community based rural education opportunities have expanded in Australia, attracting more medical students to placements in rural and remote settings. Aim:To identify the factors in an integrated, community engaged rural placement that may contribute to preparedness for practice (P4P), from the perspective of students and clinicians Methods: Forty two semi-structured interviews with medical students, supervisors and clinicians analysed thematically.Results: Opportunities for clinical learning, personal and professional development and cultural awareness were reported by students and clinicians as key factors that contribute to preparedness for practice. Potential barriers in rural and remote settings included geographical and academic isolation, perceived educational risk and differing degrees of program engagement. Conclusions:A longitudinal clinical placement in a rural setting may enable development of enhanced competencies leading to P4P. A rural setting can help provide a unique experience through hands-on learning, enhanced personal and professional development opportunities and observation of the cultural and contextual impact on health. Practice Points-Clinical experience in rural community settings can have a positive influence on perceptions of P4P.

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“…This confirms the importance of 'witnessing' the social determinants that affect peoples' lives "by observing and acquiring firsthand knowledge" (Dharamsi et al, 2010).…”

Section: [Here] You Just Get To See a Lot More Of What Goes On In supporting

confidence: 50%

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

et al. 2013

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“…For example, one study, which determined an increased likelihood of medical students becoming physicians for underserviced areas, integrated a longitudinal curriculum involving all four year of medical school [13]. Nevertheless, research has shown a benefit from the DPAS course, and we feel that the DPAS course, despite lasting only one year, has positively impacted our experience [8,9]. Furthermore, our group continues to be informally involved with the VSSL and attends monthly games arranged by a new cohort of medical students for their DPAS course.…”

Section: Abstract R é S U M émentioning

confidence: 99%

“…tions" [8]. In 2012, a group of UBC medical students participated in prison health care through DPAS and worked in direct contact with this marginalized population.…”

Section: Abstract R é S U M émentioning

confidence: 99%

The Need for Social Accountability in Medical School Education: a Tale of Five Students’ Integration into Vancouver’s Downtown Eastside

Roughead

Gill

Dewar

et al. 2017

UOJM

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P a g e 1 | U O J M e P u b | J a n u a r y 2 0 1 7Les professeurs de médecine reconnaissent que la responsabilité sociale est un pilier de l'éducation médicale canadienne; néan-moins, c'est un concept difficile à enseigner didactiquement. De plus en plus de preuves appuient l'intégration de la responsabilité sociale au curriculum médical à travers l'engagement communautaire. Heureusement, la Faculté de Médecine de l'Université de la Colombie-Britannique permet aux étudiants de participer à l'apprentissage par engagement communautaire en tant que composante du curriculum; nous, cinq étudiants en médecine, avons pu profiter de cette opportunité. Ce commentaire va promouvoir l'importance d'enseigner la responsabilité sociale dans les écoles de médecine par l'intermédiaire de l'apprentissage par engagement communautaire, basé sur la littérature disponible et notre expérience personnelle avec le quartier de Downtown Eastside de Vancouver (DTES).C o m m e n t a r y

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“…This population health course addresses topics such as the social determinants of health, the patient-doctor relationship, ethics, community and public health, culture, addiction medicine, and health disparities [1]. The aim of the course is to cultivate social accountability and develop intrinsic CanMEDS roles (Scholar, Communicator, Collaborator, Manager, Health Advocate, and Professional) in medical students through core readings, lectures, online modules, seminars, and three different activity options [2,3].…”

Section: Introductionmentioning

confidence: 99%

Comparing different methods of learning in the development of social accountability and CanMEDS roles in medical students

Hung

et al. 2017

UOJM

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P a g e 1 | U O J M e P u b | J a n u a r y 2 0 1 7 Objectif: Les étudiants en médecine de l'Université de la Colombie-Britannique suivent un cours sur la santé de la population qui vise à cultiver la responsabilité sociale et les rôles CanMEDS. Les étudiants choisissent entre l'option de discussion de groupe (DGO, de l'anglais), l'option d'apprentissage par l'engagement communautaire (CSLO, de l'anglais) ou l'option de projet autonome (SDPO, de l'anglais). L'objectif de cette étude était d'évaluer l'efficacité de ces trois options d'apprentissage différentes pour le développement de la responsabilité sociale et des rôles CanMEDS chez les étudiants en médecine. Méthodes: Des consultations d'experts et une revue de la littérature ont été entreprises afin de concevoir un sondage d'autodéclaration. Les étudiants ayant complété le cours de 2009 à 2013 ont été interrogés. Les résultats ont été analysés afin d'évaluer les différences entre les groupes. Résultats: Nous avons recruté 168 participants, avec une représentation égale pour chaque option. Les étudiants des groupes CSLO et SDPO ont déclaré plus de développement de leur sens de responsabilité sociale et des rôles CanMEDS à la suite du cours, en comparaison aux étudiants du groupe DGO. De plus, les étudiants des groupes CSLO et SDPO ont rapporté un plus grand nombre de réalisations scolaires et une meilleure satisfaction par rapport à leur expérience. Conclusion: Les étudiants qui ont participé à l'apprentissage par l'engagement communautaire ou par l'entremise d'un projet autonome ont rapporté une acquisition nettement meilleure de la responsabilité sociale et des rôles CanMEDS, en comparaison aux étudi-ants qui ont participé à une discussion de groupe.Re s e a rc h Comparing Different Methods of Learning in the Development of Social Accountability and CanMEDS Roles in Medical Students INTRODUCTIONDuring the first two years of medical school, students at the University of British Columbia (UBC) participate in a longitudinal course known as "Doctor, Patient, and Society" (DPAS). This population health course addresses topics such as the social determinants of health, the patient-doctor relationship, ethics, community and public health, culture, addiction medicine, and health disparities [1]. The aim of the course is to cultivate social accountability and develop intrinsic CanMEDS roles (Scholar, Communicator, Collaborator, Manager, Health Advocate, and Professional) in medical students through core readings, lectures, online modules, seminars, and three different activity options [2,3].Medical students have different learning styles and one single approach does not work for all students [4]. It has been well demonstrated that self-determination is an effective method of intrinsic motivation, associated with deep learning, better performance, and psychological satisfaction [5][6][7]. As such, auObjective: Medical students at the University of British Columbia undertake a population health course that aims to cultivate social accountability and CanMEDS roles. St...

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Nurturing social responsibility through community service-learning: Lessons learned from a pilot project

Abstract: CSL can play an important role in nurturing a purposeful sense of social responsibility among future practitioners. Our study enabled the implementation of an innovative longitudinal course (professionalism and community service) in all 4 years of the dental curriculum.

Cited by 77 publications

References 25 publications

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians?

The Need for Social Accountability in Medical School Education: a Tale of Five Students’ Integration into Vancouver’s Downtown Eastside

Comparing different methods of learning in the development of social accountability and CanMEDS roles in medical students

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