Transforming a Family Medicine Residency Into a Community-Oriented Learning Environment

Abstract

Community and population health principles have become part of the fabric of the entire residency curriculum in the DFMCH. Faculty development was a key part of this work and will be integral to sustaining improvements.

Integrating the Social Determinants of Health into Graduate Medical Education training: a Scoping Review

“…As explained in table 3, the duration of the program relating to SDH varied. A total of twelve programs had longitudinal modules, which spanned between one to three years of the postgraduate medical residency [22][23][24][25][26][27][28][29][30][31][32][33], while ve other programs spanned between two to nine months of postgraduate medical residency [34][35][36][37][38]. Seven programs took between two weeks and six weeks [39-43, 43, 44], while the shortest program involved three online simulations, each simulation is 4 hours (one-half day) and completed during a module on advocacy .…”

“…[45] Table 3 to be inserted here The structure of the programs related to SDH varied across a range of thematic areas. A total of ve courses had a focus on home visits and different community healthcare interventions [23,30,31,40,41], while another set of ten programs were in the form of case-based workshops on a variety of topics such as prison healthcare, housing issues locating pharmacies and follow-up of patients after discharge [24-26, 28, 29, 32, 34, 39, 43, 45] Lastly, nine programs focused on health advocacy topics, such as opportunities to integrate SDH at community health clinics, housing, education and legal issues, integration of health disparities to clinical practices and equity, diversity, and inclusion [22,27,[33][34][35][36][37][38]44].…”

“…Four programs evaluated the participants' affective learning, including their attitude of awareness, interest, and empathy combined with their level of knowledge regarding the SDH within the local context [29,31,42,44]. Another three programs used affective learning assessment solely [33,35,41].…”

Medicina familiar y comunitaria en el Perú: 30 años de la especialidad en personas, familias y comunidades

“…Así, pone en práctica habilidades y competencias en la salud de la población y la comunidad, considerando que el 80% de los resultados de salud son dependientes de los determinantes sociales, más que de la atención médica o del acceso. En ese sentido, al tener una mirada y atención más profunda puede visualizar aspectos que a simple vista pueden no ser considerados por otros profesionales (7) . b. Es contundente su rol hacia el alcance de la longitudinalidad, atributo de la atención primaria que definiera Bárbara Starfield, por lo cual, el interés de atención a las personas es a lo largo del curso de vida.…”

Residents’ Perception of the Educational Program “Family Medicine” in Kazakhstan: A Focus Group Study

“…FM residency training requires a structured yet flexible curriculum that allows trainees, faculty, and the program to maintain the core principles of completeness, coordination, continuity, and patient focus, allowing individuals and programs to train, gain experience, and knowledge in specific areas [2]. Transforming curricula towards community and population health leads to improved student outcomes in terms of knowledge and experience [3].…”