Student-faculty co-creation of experiential learning in health systems science

Dados Bibliográficos

ID21448788
AutoresAlyssa R Greenhouse (0000-0003-4844-3292, Emory University School of Medicine, Atlanta, GA, USA, autor correspondente), Rebecca S Goldstein (0000-0001-5195-0602, Emory University School of Medicine, Atlanta, GA, USA), Cinnamon Bradley (Morehouse School of Medicine), Cinnamon D Bradley (Morehouse School of Medicine), Nathan O Spell (Emory University School of Medicine, Atlanta, GA, USA), Jennifer O Spicer (0000-0002-5565-9617, Emory University School of Medicine, Atlanta, GA, USA), Maura George (0000-0002-7091-9501, Emory University), Maura R George (Emory University School of Medicine, Atlanta, GA, USA)
Ano2022
Volume44
Fascículo3
Páginas328-333
Data de publicação2022-03-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoMedical Teacher (JOURNAL)
Identificadores do periódicoISSN: 0142-159X • E-ISSN: 1466-187X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2021.1994936
PMID34735302
OpenAlexW3210354092
IdiomaEN
Citações recebidas3
Referências citadas17

INTRODUCTION: Health Systems Science (HSS) teaches students critical skills to navigate complex health systems, yet medical schools often find it difficult to integrate into their curriculum due to limited time and student disinterest. Co-developing content with students and teaching through appropriate experiential learning can improve student engagement in HSS coursework. METHODS: Medical students and faculty co-developed a patient outreach initiative during the early phases of the COVID-19 pandemic and integrated that experience into a new experiential HSS elective beginning May 2020. Students called patients identified as high-risk for adverse health outcomes and followed a script to connect patients to healthcare and social services. Subsequently, this initiative was integrated into the required third-year primary care clerkship. RESULTS: A total of 255 students participated in HSS experiential learning through the elective and clerkship from May 2020 through July 2021. Students reached 3,212 patients, encountering a breadth of medical, social, and health systems issues; navigated the EMR; engaged interdisciplinary professionals; and proposed opportunities for health systems improvement. DISCUSSION AND CONCLUSION: This educational intervention demonstrated the opportunity to partner with student-led initiatives, coproducing meaningful educational experiences for the learners within the confines of a busy medical curriculum

Coursework · Curriculum · Experiential education · Experiential learning · Health care · Medical education · Outreach · Pedagogy · Political science · Problem-based learning · Biomedical and Engineering Education · Higher Education Practises and Engagement · Interprofessional Education and Collaboration · Medicine · Nursing · Psychology