Hashmi Syeda Shanza, Saad Ammar, Leps Caroline, Gillies-Podgorecki Jamie, Feeney Brandon, Hardy Courtney, Falzone Nicole, Archibald Doug, Hoang Tuan, Bond Andrew, Wang Jean, Alkhateeb Qasem, Penney Danielle, DiFalco Amanda, Pottie Kevin
University of Ottawa, Ottawa, Canada.
Department of Epidemiology and Public Health, University of Ottawa, Ottawa, Canada.
BMC Med Educ. 2020 Jul 21;20(1):232. doi: 10.1186/s12909-020-02143-z.
Medical student demands for competency based homeless health education is increasing. Indeed, humans living homeless is a treatable health and social emergency. This innovation report outlines the initial development of an education framework for homeless health.
A medical student task force and educators conducted a mixed method study, including a scoping review of homeless health curriculum and competencies, a cross-country survey of medical students, and unique clinical guidelines. The task force collaborated with persons with lived experience and clinical guideline developers from the Homeless Health Research Network. The students presented at the Toronto Homeless Health Summit and refined the framework with feedback from homeless health experts.
The main outcome was an evidence-based Homeless Health Curriculum Framework. It uses seven core competencies; with communication, advocacy, leadership, and upstream approaches playing the strongest roles. The framework integrated the new clinical guideline (housing, income assistance, case management and addiction). In addition, it identified approaches to support mental health care with trauma informed and patient centered care. It identified public health values, clinical objectives, and case studies. The framework aims to inform the design, delivery, service learning and evaluation for medical school curriculum.
This student-led curriculum framework can support the design, implementation, delivery and evaluation of homeless health within the undergraduate medical curriculum. The framework can lay the foundation for new doctors, research and development; support consistency across programs; and support the creation of national learning and evaluation tools.
医学生对基于能力的无家可归者健康教育的需求日益增加。事实上，无家可归者的健康是一个可治疗的健康和社会紧急情况。本创新报告概述了无家可归者健康教育框架的初步发展。
一个医学生特别工作组和教育工作者进行了一项混合方法研究，包括对无家可归者健康课程和能力的范围审查、对医学生的跨国调查以及独特的临床指南。该特别工作组与有实际生活经验的人和无家可归者健康研究网络的临床指南制定者合作。学生们在多伦多无家可归者健康峰会上展示了研究成果，并根据无家可归者健康专家的反馈完善了框架。
主要成果是一个基于证据的无家可归者健康课程框架。它使用了七个核心能力；沟通、宣传、领导和上游方法发挥着最强的作用。该框架整合了新的临床指南（住房、收入援助、病例管理和成瘾）。此外，它确定了通过创伤知情和以患者为中心的护理来支持精神卫生保健的方法。它确定了公共卫生价值观、临床目标和案例研究。该框架旨在为医学院课程的设计、授课、服务学习和评估提供信息。
这个由学生主导的课程框架可以支持本科医学课程中无家可归者健康内容的设计、实施、授课和评估。该框架可以为新医生、研究与开发奠定基础；支持各项目之间的一致性；并支持创建国家学习和评估工具。
