iii3

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iii-3

• Independent
• Investigative
• Inquiry

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What is it?

• Curricular requirement for all medical students
• Encourage questions related to clinical practice
• Explore various methods to resolve questions.
• Promote life-long learning skills

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Three Methods

• Hypothesis-driven inquiry
• Independent Research
• Critical review of the literature
• To analyze issue or support an hypothesis
• Experience-driven inquiry
• Community Medicine Project

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Experience-Driven Inquiry (III-3)

• Combined with 4 existing programs
• CHAP (Community Health Advancement Program)
• IHOP (International Health Opportunity Program)
• WRITE (WWAMI Rural Integrated Training
  Experience)
• RUOP (Rural Underserved Opportunity Program)

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CHAP

• Community Health Advancement Program
• Direct service programs to underserved populations

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IHOP

• International Health Opportunities Program
• 12 week immersion experience in international
  community affiliated with UW SOM.
• Clinical and community experience

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WRITE Program

• WWAMI Rural Integrated Training Experience
  (WRITE)
• Provide selected students with hospital
  ambulatory experience during 20 week clinical
  education experience.
• Emphasis on rural physicians role.
• Opportunity to integrate into community.

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RUOP

• Rural Underserved Opportunities Program
• 4-week immersion experience in rural or
  urban-underserved community in Alaska, Idaho,
  Montana, Washington, Wyoming.
• Clinical and community experience.

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iii-3 Curriculum Goals

• Encourage student to look at health not only from
  the perspective of individual but from
  perspective of community.
• Deeper insight into culture, health, healthcare
  system of host community underserved
  populations within the community.
• See the benefits of providing health to
  populations

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iii-3 Curriculum Goals

• Promote student involvement in their host
  community provide mechanism to leave something
  of value behind.
• Introduce students to the benefits of reflective
  journaling as a tool to enhance critical
  thinking.
• To provide a structured process for student to
  present his/her community medicine project to the
  larger academic community.

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Theoretical Framework

• COPC- Community Oriented Primary Care
• Blend of public health primary care
• Method for identifying and solving health
  problems at community level
• Based on concepts of epidemiology
• Developed by Drs. Sidney Emily Kark

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4 Steps of COPC

• Define characterizes community
• Identify community health problem
• Develop an intervention
• Monitor effectiveness of intervention

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The Process

• Students are matched to preceptors in host
  communities for 4 weeks
• Before leaving
• Orientation Workshop - learn concept of COPC
• Complete syllabus readings
• Complete On-line Demographic Analysis of host
  community

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Demographic Analysis

• Gather data on-line about community
• Define demographics
• Population, age distribution, educational
  statistics, jobs, geography, etc.
• Define health resources
• Hospitals, clinics, pharmacies, etc.
• Write up description of the community.

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On Site

• Experience clinical environment
• Shadow preceptor
• Interact with patients
• Practice clinical skills
• Experience community environment
• Assess community
• Introduced to community as patient

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Windshield Survey

• Drive, walk, bike around the community
• Complete Windshield Survey described in
  Readings
• Compare it to on-line Demographic Analysis
• Describe strengths/weaknesses of community.

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Choose a Project

• Identify a target community
• From clinical experiences
• Consult with preceptor, faculty support
• Identify a health problem or concern
• From own interest or observations
• Talk with faculty support

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Project NOT Research

• No hypothesis defined
• No research process to test hypothesis
• No need for Human Subjects Review

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Involve Community

• Who in community can be of help?
• use the strengths of the community
• Preceptor can assist with introductions to
  community leaders
• In international setting, student must join
  community project already in place.

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Teaching Bicycle Safety
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Teaching Nutrition to Seniors at Nisqually
Tribal Health Fair
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Teaching Oral Hygiene to PreSchoolers
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Review of Literature

• Students directed to the professional literature
• Find articles that support their project topic
• Pick several articles and describe why these
  articles were useful

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Reflective Journal

• Reflection key to experiential learning
• Invites students to
• Observe describe experiences
• Challenge assumptions imagine explore new
  options
• Integrate new knowledge
• Critically review new skills

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Web Based Student-Faculty Communication
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Academic Poster

• All students use same template
• Provide a brief overview of their work
• Displayed at Student Poster Session
• Used to support discussion of their project
• Judged by faculty

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Title, author(s), institution(s)
Abstract Interdum volgus videt, est ubi peccat.
Si veteres ita miratur laudatque poetas, ut nihil
anteferat, nihil illis comparet, errat.
Si quaedam nimis antique, si peraque dure dicere
credit eos, ignave multa
Conclusions Interdum volgus videt, est ubi
peccat. Si veteres ita miratur laudatque poetas,
ut nihil anteferat, nihil illis comparet, errat.
Si quaedam nimis antique, si peraque dure dicere
credit eos, ignave multa fatetur, et sapit et
mecum facit et Iova iudicat aequo. Non
equidem Interdum volgus videt, est ubi
peccat. Si veteres ita miratur
Results Interdum volgus videt, est ubi peccat. Si
veteres ita miratur laudatque poetas, ut nihil
anteferat, nihil illis comparet, errat.
Si quaedam nimis antique, si peraque dure dicere
credit eos, ignave multa fatetur, et sapit et
mecum facit et Iova iudicat aequo. Non
equidem Interdum volgus videt, est ubi
peccat. Si veteres ita miratur laudatque poetas,
ut nihil anteferat, nihil illis comparet, errat.
Si insector delendave carmina Livi esse
reor, memini quae plagosum mihi
Background Interdum volgus videt, est ubi peccat.
Si veteres ita miratur laudatque poetas, ut nihil
anteferat, nihil illis comparet, errat.
Si quaedam nimis antique, si peraque dure dicere
credit eos, ignave multa fatetur, et sapit et
mecum facit et Iova iudicat aequo. Non
equidem minimum distantia miror. Inter
quae verbum emicuit si forte decorum, et si
versus paulo concinnior unus et alter, iniuste
totum ducit venditque poema.
Acknowledgements Interdum volgus videt, est ubi
peccat. Si veteres ita miratur laudatque poetas,
ut nihil anteferat, nihil illis comparet, errat.
Si quaedam nimis antique, si peraque dure dicere
credit eos, ignave multa
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Abstract

• Demonstrates
• Purpose of project
• Methods used
• Summary
• Can be submitted to regional student research
  conference

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Evaluation

• Program is young improvements continue
• Well received by students.
• Students have demonstrated understanding of
  community health through
• Projects
• Posters
• Posters well received by academic community.