Lamus-Lemus Francisco, Correal-Muñoz Camilo, Hernandez-Rincon Erwin, Serrano-Espinosa Natalia, Jaimes-deTriviño Clara, Diaz-Quijano Diana, García-Manrique Juan Gabriel
Center of Studies in Community Health, Faculty of Medicine, University of La Sabana, Cundinamarca, Colombia.
Educ Health (Abingdon). 2017 May-Aug;30(2):116-125. doi: 10.4103/efh.EfH_283_14.
Distinct periods in the community health undergraduate medical program at the University of La Sabana (Colombia) were identified in its evolution from 1999 to 2013. We describe each period and explain the succesion of changes toward improvement.
An ordered review of the community health program was constructed based on the retrospective recollection, classification, and analysis of information from document archives and interviews with participants. The review of the experience reconstructs periods of the program, organizing the evolution of its learned lessons and identified changes across the development of community health projects (CHPs) and the phases followed in their implementation.
Two principal stages were identified, the first when students' CHPs involved only schools, and the second when students worked in a broader array of community settings. Identified phases of the community health cycle leading to identifying changes across the program timeline were focus of the community-campus partnership; development of relationships among participants; health and health determinants' assessment; defining project goals and objectives; devising a project activity plan; implementing and gathering results; disseminating project achievements; and building sustainability of program activities. Periods were bounded by important new characteristics introduced in the pursuit of healthier communities.
Understanding the evolution of the program revealed the key concepts and practices in setting community health apprenticeship scenarios for the various participants. Overall, trust and commitment from stakeholders requires competent facilitators able to build meaningful and sustainable collaborations that can translate the purpose of community health practice into an effective teaching-learning experience. Institutional capacity building and collaborative practice contribute to improvements in the community health program and its ability to be flexible to adapt to different contexts. Periods reflecting improvement in this school's programs over time can help others identify key elements that need to be integrated into a community health medical education program.
在1999年至2013年的发展历程中，拉萨巴纳大学（哥伦比亚）社区卫生本科医学项目经历了不同阶段。我们描述了每个阶段，并解释了为实现改进而进行的一系列变革。
基于对文档档案信息的回顾性回忆、分类和分析以及与参与者的访谈，构建了对社区卫生项目的有序回顾。对该经历的回顾重构了项目阶段，梳理了所学经验教训的演变，并确定了社区卫生项目（CHP）发展过程中的变化以及实施过程中遵循的阶段。
确定了两个主要阶段，第一个阶段是学生的社区卫生项目仅涉及学校，第二个阶段是学生在更广泛的社区环境中开展工作。确定的社区卫生周期各阶段导致了在项目时间线上识别变化，这些阶段包括社区 - 校园伙伴关系的重点；参与者之间关系的发展；健康及健康决定因素的评估；确定项目目标和目的；制定项目活动计划；实施并收集结果；传播项目成果；以及建立项目活动的可持续性。各阶段由为追求更健康社区而引入的重要新特征界定。
了解该项目的演变揭示了为不同参与者设定社区卫生实习场景的关键概念和实践。总体而言，利益相关者的信任和承诺需要有能力的促进者，他们能够建立有意义且可持续的合作关系，将社区卫生实践的目的转化为有效的教学体验。机构能力建设和协作实践有助于改进社区卫生项目及其灵活适应不同环境的能力。反映该校项目随时间改进的各个阶段可帮助其他机构确定需要纳入社区卫生医学教育项目的关键要素。
