Community-based advocacy training: applying asset-based community development in resident education.
ABSTRACT Communities and Physicians Together (CPT) at University of California, Davis Health System provides a novel approach to teaching residents to be effective community advocates. Founded in 1999, CPT is a partnership between a pediatric residency program, five community collaboratives located in diverse neighborhoods, and a grassroots child advocacy organization. Using the principles of Asset-Based Community Development, the program emphasizes establishing partnerships with community members and organizations to improve child health and identifies community assets and building capacity. Community members function as the primary faculty for CPT.The authors describe the CPT curriculum, which teaches residents to build partnerships with their assigned community. Residents have three, two-week blocks each year for CPT activities and maintain a longitudinal relationship with their community. In the first year, collaborative coordinators from each community orient residents to their community. Residents identify community assets and perform activities designed to provide them with a community member's perspective. In the second and third years, residents partner with community members and organizations to implement a project to improve the health of children in that community. CPT also provides faculty development to community partners including a workshop on medical culture and resident life. A qualitative evaluation demonstrated residents' attitudes of their role as pediatricians in the community changed with CPT.CPT is unique because it provides a model of service learning that emphasizes identifying and utilizing strengths and building capacity. This approach differs from the traditional medical model, which emphasizes deficits and needs.
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ABSTRACT: The purpose of this research was to evaluate a public health curriculum for pediatric residents from the learners' perspective, exploring resident attitudes, insights, and recommendations as to the most effective and learner-centric approaches to curriculum design and implementation in the context of graduate medical education. Forty-five of 59 Children's Hospital of The Kings' Daughters (CHKD) residents participated in focus groups and individual interviews. All sessions took place between June and July 2012 and were audiorecorded, transcribed, and coded for major themes using NVivo software. The 5 major themes identified by this study included: 1) perceptions of public health relevance and impact, 2) time and competing priorities, 3) speaker-audience harmonization, 4) the need for practical solutions, and 5) individual tailoring. Study results paint a distinctive picture of residents' ideal public health curriculum-a less structured, more individualized educational opportunity that prioritizes small group discussions, maximizes speaker-audience interactions, and details a wide array of specific community-based programs and resources available to pediatricians and their patients. The learner needs identified through this research suggest that effective public health training for residents would include protected time for public health instruction, faculty development workshops, linkages with appropriate local organizations, and opportunities for each resident to pursue his or her own projects. Residencies that wish to address learner preferences in the development and realization of public health training would benefit from considering these characteristics in designing their curriculum.Academic pediatrics 07/2013;
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ABSTRACT: Future physicians may not be prepared for the challenges of caring for the growing population of poor patients in this country. Given the potential for a socioeconomic "gulf" between physicians and patients and the lack of curricula that address the specific needs of poor patients, resident knowledge about caring for this underserved population is low. We created a 2-day Resident Academy orientation, before the start of residency training, to improve community knowledge and address resident attitudes toward poor patients through team-based experiential activities. We collected demographic and satisfaction data through anonymous presurvey and postsurvey t tests, and descriptive analysis of the quantitative data were conducted. Qualitative comments from open-ended questions were reviewed, coded, and divided into themes. We also offer information on the cost and replicability of the Academy. Residents rated most components of the Academy as "very good" or "excellent." Satisfaction scores were higher among residents in primary care training programs than among residents in nonprimary care programs for most Academy elements. Qualitative data demonstrated an overall positive effect on resident knowledge and attitudes about community resource availability for underserved patients, and the challenges of poor patients to access high-quality health care. The Resident Academy orientation improved knowledge and attitudes of new residents before the start of residency, and residents were satisfied with the experience. The commitment of institutional leaders is essential for success.Journal of graduate medical education. 03/2013; 5(1):119-124.
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ABSTRACT: Purpose: To explore the perspectives of leading advocates regarding the attributes required for excelling in the advocate role as described within the Essential Competency Profile for Physiotherapists in Canada (2009). Methods: We used a descriptive qualitative design involving in-depth, semi-structured interviews conducted with leading Canadian advocates within the physiotherapy profession. Transcribed interviews were coded and analyzed using thematic analysis. Results: The 17 participants identified eight attributes necessary for excelling in the role of advocate: collaboration, communication, scholarly practice, management, professionalism, passion, perseverance, and humility. The first five attributes correspond to roles within the Essential Competency Profile for Physiotherapists in Canada. Participants identified the attributes of collaboration, communication, and scholarly practice as the most important for successful advocacy. Participants also noted that the eight identified attributes must be used together and tailored to meet the needs of the advocacy setting. Conclusions: Identifying these eight attributes is an important first step in understanding how competence in the advocate role can be developed among physiotherapy students and practitioners. Most importantly, this study contributes to the knowledge base that helps physiotherapists to excel in advocating for their clients and the profession.Physiotherapy Canada 01/2014; 66(1):74-80. · 0.61 Impact Factor