Curriculum and Evaluation Results of a Third-Year Medical Student Longitudinal Pathway on Underserved Care

Department of Family and Community Medicine, Baylor College of Medicine, Houston, Texas 77098, USA.
Teaching and Learning in Medicine (Impact Factor: 0.66). 04/2010; 22(2):123-30. DOI: 10.1080/10401331003656611
Source: PubMed


There is a need to train compassionate and competent physicians to care for the growing underserved population in this country.
The authors developed the third-year Longitudinal Ambulatory Care Experience (LACE) Underserved Care pathway at Baylor College of Medicine in 2003 to help interested students prepare to be clinicians who care for the underserved. The pathway curriculum included seminar/journal clubs on relevant underserved care topics, clinical time with an underserved care preceptor, visits to community organizations, an assignment to help an uninsured patient obtain health care funding, and a group project. The authors report on the student evaluations of the first 4 years of the pathway, 2003 to 2007. The Institutional Review Board of Baylor College of Medicine granted this educational study exempt status.
Students highly rated each pathway component in enhancing their knowledge, skills and attitudes. For 2005 to 2007, students rated most knowledge, skills, and attitudes items more highly at the conclusion of the pathway compared to the beginning (p <.05).
The pathway has been successful in enhancing knowledge, skills, and attitudes in underserved care for its participants. Further study is needed to evaluate long-term outcomes of participants in this pathway, including practice setting, knowledge, skills, attitudes, quality of care, and ability to help patients navigate through the health care system and overcome barriers.

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    • "Primary care (Helm et al. 2001; Peters et al. 2001; Pipas et al. 2004; Peleg et al. 2005; Wass 2008; Zink et al. 2008; CACE 2010) Support for the roles of general practitioners in education (Wass 2008; Sturman et al. 2011) Longitudinal and continuing experiences (Peters et al. 2001; Drees et al. 2007; Linssen et al. 2007; Westra et al. 2008; Wamsley et al. 2009; Huang & Malinow 2010; Pfeiffer et al. 2010) Rural community experiences (Sen Gupta & Spencer 2001; Birks et al. 2004; AFMC 2006, 2010b; Zink et al. 2008; Couper & Worley 2010) Primary care and community care experiences (Dent et al. 2001; Sen Gupta & Spencer 2001; Collinson et al. 2002; Quirk et al. 2002; Langlois & Thach 2003; AFMC 2006; Gensichen 2006; Drees et al. 2007; Pearce et al. 2007; Thistlethwaite et al. 2007; McKinlay et al. 2009; CACE 2010), e.g., home visits (Medina-Walpole et al. 2005; Peleg et al. 2005; Silk & Weber 2008; McKinlay et al. 2009; O&apos;Connor 2010), community visits and community-oriented primary care (Rodriguez & Fornari 2006; Art et al. 2008; Huang & Malinow 2010), primary care clerkship (Peters et al. 2001; Pipas et al. 2004) Advance Inter-and Intra- Professional Practice Inter-disciplinary (Crooks et al. 2001; Helm et al. 2001; Sen Gupta & Spencer 2001) and inter-professional (Dent et al. 2001; Huang et al. 2004; Peleg et al. 2005; Rodriguez & Fornari 2006; Pearce et al. 2007; CACE 2010; O&apos;Connor 2010) teaching and learning, e.g., with practice nurses (Smith et al. 2009), social workers (Huang et al. 2004; Art et al. 2008), nutritionists (Rodriguez & Fornari 2006) Teamwork and cooperation on interdisciplinary or inter-professional healthcare teams (Cooper et al. 2001; Helm et al. 2001; Collinson et al. 2002; Pipas et al. 2004; Art et al. 2008; Zink et al. 2008; Leong 2009; CACE 2010) Connecting primary and secondary care (CACE 2010) "
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