Public Health, Medicine, and Dentistry as Partners in Community Health
| Autor: | Corinna Culler, Lois McCloskey, James Wolff, Christopher W. Shanahan, Rebecca Condon, Richard Kalish |
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| Rok vydání: | 2011 |
| Předmět: |
Community-Based Participatory Research
Models Educational medicine.medical_specialty Interprofessional Relations Community organization Community-based participatory research Nursing Collaborative leadership Community health center Medicine Community Health Services Schools Medical Medical education business.industry Health Policy Public health Professional development Public Health Environmental and Occupational Health Problem-Based Learning Competency-Based Education Leadership Community health Schools Dental Health education Curriculum Public Health business Boston |
| Zdroj: | Journal of Public Health Management and Practice. 17:298-307 |
| ISSN: | 1078-4659 |
| DOI: | 10.1097/phh.0b013e3182165013 |
| Popis: | Context As public health challenges grow more complex, the call for professional education to be interprofessional, collaborative, and grounded in real world practice has intensified. Objective In this article, we describe the development, implementation, and results of one pioneering course at Boston University that aims to prepare public health, medical, and dental students for their combined roles in community health settings. Setting and participants The Schools of Public Health, Medicine, and Dental Medicine jointly offered the course in partnership with 3 community organizations. Participants include MPH, MD, and DMD candidates. Intervention The course design integrates the use of "The Challenge Model" (created by Management Sciences for Health) with training in public health consultation techniques (eg, community-based participatory research, logic models, monitoring and evaluation). Teams of 6 to 8 medical and public health students collaborate with managers and staff of a community health center to address 1 organizational challenge and recommend a sustainability plan. Results Postcourse evaluations revealed that a cross-disciplinary, practice-based education model is feasible and can meet students' learning objectives and exceed expectations of community partners. We overcame formidable obstacles related to the "silo'ed" nature of academic institutions and the competing priorities within overburdened community organizations. We found that sustained project implementation was attained at some but not all sites, yet all sites highly valued the perspective and contribution of student teams. Conclusion Dynamic and replicable, this practice-based education model is adaptable to professional schools whose work intersects in the real world and calls for collaborative leadership. |
| Databáze: | OpenAIRE |
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