Cardoso Pinto Alexandra M, Malone Ethan, Ramesh Nydile, Onanuga Simisola, Benny Nikitha, Pettitt Christine, Pinder Richard J, Budhathoki Shyam Sundar
Imperial College School of Medicine Imperial College London London UK.
Department of Primary Care and Public Health School of Public Health Faculty of Medicine Imperial College London London UK.
Public Health Chall. 2022 Nov 29;1(4):e42. doi: 10.1002/puh2.42. eCollection 2022 Dec.
While medical education has traditionally been designed, led and delivered exclusively by clinicians and academics, there has been an increasing shift towards diversifying actors involved in training future generations of health professionals. Public and patient involvement in learning increases the likelihood that learning is relevant to the communities we purport to serve. This article explores the experiences of medical students who were partnered with a community-based organisation (CBOs) as part of the intercalated Global Health BSc at Imperial College London. Students involved in this programme highlight opportunities to understand the needs of communities they were placed with, beyond what is possible to understand in clinical practice; this is essential to support them in becoming holistic, patient-centred practitioners. Students also found this opportunity helpful to gain insight into the role and value of the voluntary sector in healthcare and develop transferrable skills in project leadership and management. It is hypothesised that the benefits of this partnership extend to community-organisations; they gain experience working with students, who provide an external view of their services and may be helpful in the delivery of quality-improvement projects. Communities could also benefit from interactions with students by sharing insight into their needs and priorities, and in turn, shaping students' priorities as future health professionals and co-designers of voluntary-sector initiatives within the community. Whilst the establishment of these partnerships does not come without its challenges, this article also highlights lessons for students and institutions undergoing similar programmes, including clarification of goals, stakeholder consultation, sustainability of interventions, voicing the community, timetable flexibility and funding.
虽然传统上医学教育完全由临床医生和学者设计、主导和实施，但参与培养下一代卫生专业人员的行为主体正日益多样化。公众和患者参与学习增加了学习内容与我们旨在服务的社区相关的可能性。本文探讨了伦敦帝国理工学院插读全球健康理学士学位课程的医学生与社区组织合作的经历。参与该项目的学生强调，他们有机会了解所服务社区的需求，这是临床实践中无法做到的；这对于支持他们成为全面的、以患者为中心的从业者至关重要。学生们还发现，这个机会有助于深入了解志愿部门在医疗保健中的作用和价值，并培养项目领导和管理方面的可转移技能。据推测，这种伙伴关系的好处也延伸到了社区组织；它们获得了与学生合作的经验，学生能为其服务提供外部视角，可能有助于开展质量改进项目。社区也可以通过与学生互动，分享对自身需求和优先事项的见解，进而影响学生作为未来卫生专业人员以及社区志愿部门倡议共同设计者的优先事项。虽然建立这些伙伴关系并非没有挑战，但本文也为参与类似项目的学生和机构提供了经验教训，包括明确目标、与利益相关者协商、干预措施的可持续性、表达社区意见、时间表灵活性和资金问题。
