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Instilling the Mission and Vision of OUWB

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Instilling the Mission and Vision of OUWB Service in the pre-clinical years: Instilling the mission and vision of OUWB Jean M. Szura, PhD, Rose A. Wedemeyer, PhD, Tracy L. Wunderlich, MA, Linda H. Gillum, PhD, Evan D. Fobar, & Nelia M. Afonso, MD Oakland University William Beaumont School of Medicine MATERIALS AND METHODS STRENGTHS COMPASS Center for Community Engagement – A collaboration of faculty and staff from different • Institutional support departments • Ingrained desire to engage the community. • Medical Education OBJECTIVE • Wide array of experiences • Diversity and Inclusion • Impact on community constituents The Oakland University William Beaumont • Biomedical Sciences School of Medicine (OUWB) is a community • Beaumont Health System LCME Accreditation serving its community with a mission of • OUWB Administration • COMPASS cited as an institutional strength enabling students to become skillful, Each member of COMPASS brings a unique perspective and background ethical, and compassionate physicians. AREAS FOR IMPROVEMENT Curricular Service-Learning community service tied to course curriculum as a required course It is important to gain an understanding of the component inclusive of reflection impact on the community through evaluation of The goal of this poster is to outline a new • Promotion and Maintenance of Health (PMH) Art and Practice of Medicine (APM) courses student experiences as well as the experiences of medical school’s approach to fulfilling its Faculty development and administrative support facilitated the integration of service-learning faculty and staff by conducting a 360 evaluation. vision of promoting, maintaining, and This comprehensive evaluation will include restoring health to individuals and directly into courses allowing students to connect curricular content with real-world, hands on interviews with faculty, revamping our evaluation communities served by the school and its experiences while meeting community needs. forms, and phone evaluations with community graduates. Co-curricular Service reinforces skills by helping students apply classroom learning in the partner representatives. community while developing an appreciation for service and making a difference in the surrounding community. Additionally, we are in the process of planning a community partner breakfast to recognize and Health promotion and disease prevention celebrate the collaborative efforts as well as Health Screening and vaccinations further evaluate how the partnership can be Food and housing insecurities. improved. OUTCOMES Through community organization partnerships and programs, students gain a holistic view of approaching health problems in the community. OUTCOMES • Fulfills LCME accreditation standards NEED FOR INNOVATION/PRACTICE • Student feedback - positive experiences and appreciation of community involvement Need to develop competent community based physicians: Table: OUWB student engagement FEASIBILITY OF PROGRAM MAINTENANCE/ TRANSFERABILITY • Changing nature of healthcare Selected Data Selected Qualitative Feedback • Focus on community involvement to align Student 5194.85 logged “I got to meet a lot of the underserved community that calls Detroit home. It was The COMPASS Center for Community Engagement the goals of academic medicine and the Service Hours hours as of January cool to talk with them and help them in whatever way I could. They were all super was designed to ensure that it would be feasible to 1 29, 2015 grateful and it made it very rewarding.” patient population. Opportunities for maintain the programs and services offered as well experiences within the community and as maintain the community contacts. To this end, “I loved how much the students loved this experience. They took it seriously and develop necessary skillsets.2 administrative staff and deans have direct roles in really wanted to learn and know what to do if they are ever forced to respond to a ensuring feasibility including the Director of • LCME Standard IS-14-A situation. They really liked running through drills because it felt real. I enjoyed being Education Training, Director of Service Learning, there to give them positive feedback and help give them confidence. I am – provide opportunities for medical and Assistant Dean for Community Integration. students to participate in service- extremely passionate about heart health and AEDs, so any experience where I am spreading awareness about it is very rewarding to me.” learning activities Similar programs are transferable to other schools/ “It was extremely neat to see the applications of what we have learned in courses curricula with appropriate infrastructure in place. Community service and service-learning such as APM, MHCB, and PMH in the context of real patients. It re-emphasized the importance of these classes and the topics they cover in the everyday medical unites volunteer service and the practice of environment.” “soft skills” while promoting health, REFERENCES wellness, disease prevention, and health Service- 5 Courses; 1892 “I view this experience as practice for one of the most important jobs of a literacy. 3 Learning hours (Fall 2011 – physician: educating others. Patient and community education enhances physician- 1. Hunt JB, Bonham C, Jones L. Understanding the goals Courses Spring 2015) patient relationships, empowers patients to take charge of their own health, and of service learning and community-based medical Further, “community service enhances civic disseminates knowledge about how to maintain health and treat disease.” education: A systematic review. Acad Med. 2011; 86; 246-251 involvement” encouraging medical students “I believe that this...experience is very applicable to my future career as a physician. 2. Seifer SD, Hermanns K, Lewis J, ed. Creating to take an active role in the lives of their It is crucial for doctors to be able to explain medical concepts in an easily community responsive physicians: Concepts and future patients.4 understood fashion to patients...I plan on applying these concepts to my future models for service-learning in medical education. work as a physician.” Sterling, VA: Stylus, 2007. 3. Cashman SB, Seifer SD. Service-learning: An integral Community 61 community “I always enjoy spending time with the girls at Vista Maria, hearing their stories, part of undergraduate public health. Am J Prev Med. Agency agencies as of finding out what they are passionate about, and finding new ways to help them 2008; 35; 273-278. Partners 1/29/2015 engage and learn.” 4. Averill NJ, Sallee JM, Robinson JT, et al. A first-year community-based service learning elective: Design, “I really enjoyed learning about Alternatives for Girls and all of the services they implementation, and reflection. Teach Learn Med. provide to women in need.” 2007; 19; 47-54. “The SOS clinic was a wonderful learning opportunity on patient care. It was especially unique because the population that we were working with had sparing CONTACT visits to other free clinics with no clear cut record of their health. My partner and I also had a unique experience because our client had neurological damage from an accident, so we were able to compare bilaterally the neurological exam, when For more information on COMPASS, you can visit the otherwise we have not seen abnormalities in our standardized patient setting. I website at www.oakland.edu/medicine/compass or definitely felt rejuvenated after this opportunity because it reminded me of what via email at [email protected]. my ultimate goal is..” RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com.
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