Introducing students to community health
CMAJ 1997;156:1379
In the article "Creating community agency placements for undergraduate medical education: a program description" (CMAJ 1997;156:379-83 [abstract / résumé]), Drs. Donald Wasylenki and Carole Cohen and Ms. Barbara McRobb describe how it is possible to provide medical students with relevant experience in community agencies by choosing agencies carefully and maintaining good working relationships. We recognize the formidable logistics they overcame in offering 354 students stimulating learning experiences, including allowing students to observe health care in the community, to appreciate the concepts of barriers to health and to recognize opportunities for gains in health.
These objectives are difficult to measure but, with so much class time involved, evaluation is extremely important.
We have shown how small groups of students can be introduced to community health within limited curriculum time.1 The groups are assigned specific problems of widely varying nature. They present verbal and written reports for which they share responsibility. Since our article was published, "mini-public health meetings" have been held annually and are appreciated by students, faculty, community practitioners and agencies. They often serve to stimulate further research or response.
We support Dr. Brian Hennen's call ("Demonstrating social accountability in medical education" CMAJ 1997;156:365-7 [abstract / résumé]) for a comprehensive approach to community-based education.
Lory Laing, PhD
James M. Howell, MB
Department of Public Health Sciences
Faculty of Medicine
and Oral Health Sciences
University of Alberta
Edmonton, Alta.
Received via email
Reference
- Laing LM, Howell JM. Teaching community medicine: the community as the patient. Med Teacher 1994;16(1):71-81.
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