MedEdPORTAL (Feb 2014)
An Integrated Community Health and Behavioral Health Group Project
Abstract
Abstract Introduction Historically, clinical medicine has focused on treatment of disease within individuals, and public health professionals focused on disease prevention within populations. However, with modifiable health behaviors (i.e., physical activity, nutrition, tobacco use, and alcohol consumption) being responsible for many of the premature deaths related to chronic diseases and epidemics (i.e., obesity) now being recognized as disease states, it is apparent that physicians may be the first line of defense in identifying and preventing an increase in premature deaths from preventable disease states. Fostering competence in disease prevention and health promotion for patients and populations is critical for current medical trainees. The goal of this resource is to generate awareness in M2 students of how a single contemporary biopsychosocial topic can be viewed through two different lenses: a physician-patient relationship perspective and a community perspective. Methods Students are assigned a topic related to contemporary biopsychosocial issues, and work in groups to create two presentations: one for a behavioral health course and the other for a community health course. The behavioral course presentation should view the topic through the lens of the physician-patient relationship, while the community health presentation should address how the issue may be addressed from a community perspective. Results Students were asked to evaluate the team presentation experience: 97% of students agreed or strongly agreed it was important for medical students to understand issues through a patient perspective and community perspective; 97% of students agreed or strongly agreed that the topics were relevant for health care; 59% of students believed the project would be applicable to future practice; and 61% believed the communication scripts would be useful in their clerkship years. Students' comments reflected typical challenges of working within a team environment and difficulties engaging all members of a team. Other comments reflected students' perceptions of an excessive time commitment right before USMLE Step 1. Discussion Both course directors agreed that student presentations reflected significant learning in the topic area. Students were required to demonstrate skills in developing community interventions, communicating (albeit via role play) with patients around sensitive topics, and engaging in experiential learning related to engaging and leading teams. Student presentations were evidence-based and demonstrated highly innovative teaching methods. The presentations also required students to synthesize information and apply it to both the community environment and patient care.
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