Transforming health professional education through social accountability: Canada's Northern Ontario School of Medicine

Strasser, Roger; Hogenbirk, John C.; Minore, Bruce; Marsh, David C.; Berry, Sue; McCready, William; Graves, Lisa

doi:10.3109/0142159x.2013.774334

Cited by 106 publications

(93 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A chapter in the recently published international Rural Medical Education Guidebook highlights some of the complexities and challenges that need to be considered in looking at this issue. [17] It should be noted that the Northern Ontario School of Medicine has demonstrated that its distributed rural medical education programme has had a substantial positive socioeconomic impact on local communities. [18] Implications for SA The international literature reveals the complexity and intensity of successful rural programmes.…”

Section: Challenges Faced By Rural Programmesmentioning

confidence: 99%

Strengthening rural health placements for medical students: Lessons for South Africa from international experience

Doherty

Couper

2016

S Afr Med J

View full text Add to dashboard Cite

Background. This article derives lessons from international experience of innovative rural health placements for medical students. It provides pointers for strengthening South African undergraduate rural health programmes in support of the government's rural health, primary healthcare and National Health Insurance strategies. Methods. The article draws on a review of the literature on 39 training programmes around the world, and the experiential knowledge of 28 local and international experts consulted through a structured workshop.Results. There is a range of models for rural health placements: some offer only limited exposure to rural settings, while others offer immersion experiences to students. Factors facilitating successful rural health placements include faculty champions who drive rural programmes and persuade faculties to embrace a rural mission, preferential selection of students with a rural background, positioning rural placements within a broader rural curriculum, creating rural training centres, the active nurturing of rural service staff, assigning students to mentors, the involvement of communities, and adapting rural programmes to the local context. Common obstacles include difficulties with student selection, negative social attitudes towards rural health, shortages of teaching staff, a sense of isolation experienced by rural students and staff, and difficulties with programme evaluation. Conclusions. Faculties seeking to expand rural placements should locate their vision within new health system developments, start off small and create voluntary rural tracks, apply preferential admission for rural students, set up a rural training centre, find practical ways of working with communities, and evaluate the educational and clinical achievements of rural health placements.

show abstract

Section: Challenges Faced By Rural Programmesmentioning

confidence: 99%

Strengthening rural health placements for medical students: Lessons for South Africa from international experience

Doherty

Couper

2016

S Afr Med J

View full text Add to dashboard Cite

show abstract

“…This ambition was embedded in a medical curriculum created by the visionary leadership of the founding dean Peter F. Hjort (1924Hjort ( -2011, (Medical curriculumTromsø 1971). A major innovation was that students should train nearly a year outside campus engaged with rural general practices and local hospitals all over Northern Norway (Nordøy 1985;Fønnebø Knutsen et al 1986;Aaraas & Halvorsen 2014 ).This constituted a socially accountable profile of the Tromsø programme, which has been internationally acknowledged, and developed into innovative and comprehensive models across the world (Rabinowitz et al 2005;Norris et al 2006;Strasser et al 2013;Sen Gupta et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Supply of doctors to a rural region: Occupations of Tromsø medical graduates 1979–2012

2015

View full text Add to dashboard Cite

show abstract

“…The authors describe a shift from the goal of knowledge and professional credentials acquisition to a model of competency-driven, interdependent, team-based community health with the needs of the population at the core [2]. Grounding education in social accountability and community [38] also upholds the business principle of "design thinking" that starts with listening to, and empathy for, recipients of innovation [39]. In this section, we outline two educational principles that begin with learners, patients, and populations as the primary drivers of educational design.…”

Section: Guiding Educational Principlesmentioning

confidence: 99%

“…Benefits of the program are clear and reaching, with increased economic activity, a larger school budget, and increased recruitment and retention of a diverse healthcare workforce [57]. Perhaps most critically, there is also a growing sense of empowerment among community participants and development of "community capacity and opportunities for innovation and growth [38]. "…”

Section: Lics-restructuring Education For Workforce Transformationmentioning

confidence: 99%

Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships

et al. 2017

View full text Add to dashboard Cite

Health systems worldwide are increasingly unable to meet individual and population health needs. The shortage of healthcare workers in rural and other underserved communities is compounded by inadequate primary care infrastructure and maldistribution of services. At the same time, the medical education system has not changed to address the growing mismatch between population health needs and care delivery capacity. Internationally, leaders are calling for change to address these challenges. Substantive changes are needed in medical education's stance, structure, and curricula. Educational continuity and symbiosis are two guiding principles at the center of current clinical educational redesign discourse. These principles rely on empirically-derived science to guide educational structure and improve outcomes. Educational continuity and symbiosis may improve student learning and support population health through workforce transformation. Longitudinal integrated clerkships (LICs), growing out of workforce imperatives in the 1970s, have demonstrated sustainable educational and workforce outcomes. Alongside the success of LICs, more innovation and more reaching innovation are needed. We propose restructuring clinical medical education specifically to address workforce needs and develop science-minded (rigorous, inquisitive, and innovative) and service-minded (humanistic, community-engaged, and socially accountable) graduates.

show abstract

Transforming health professional education through social accountability: Canada's Northern Ontario School of Medicine

Abstract: There are signs that NOSM is successful in graduating health professionals who have the skills and desire to practice in rural/remote communities and that NOSM is having a largely positive socioeconomic impact on Northern Ontario.

Cited by 106 publications

References 12 publications

Strengthening rural health placements for medical students: Lessons for South Africa from international experience

Strengthening rural health placements for medical students: Lessons for South Africa from international experience

Supply of doctors to a rural region: Occupations of Tromsø medical graduates 1979–2012

Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships

Contact Info

Product

Resources

About