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Gefter L, Merrell SB, Rosas LG, et al. Service-Based Learning for Residents: A Success for Communities and Medical Education. Fam Med. 2015;47(10):803-6
Gefter, L., Merrell, S. B., Rosas, L. G., Morioka-Douglas, N., & Rodriguez, E. (2015). Service-Based Learning for Residents: A Success for Communities and Medical Education. Family medicine, 47(10), 803-6.
Gefter, Liana, et al. "Service-Based Learning for Residents: A Success for Communities and Medical Education." Family medicine vol. 47,10 (2015): 803-6.
Gefter L, Merrell SB, Rosas LG, Morioka-Douglas N, Rodriguez E. Service-Based Learning for Residents: A Success for Communities and Medical Education. Fam Med. 2015 Nov-Dec;47(10):803-6. PMID: 26545059.
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Fam Med. 2015 Nov-Dec;47(10):803-6.

Service-Based Learning for Residents: A Success for Communities and Medical Education.

Family medicine

Liana Gefter, Sylvia Bereknyei Merrell, Lisa G Rosas, Nancy Morioka-Douglas, Eunice Rodriguez

Affiliations

  1. Center for Primary Care Research, Division of General Medical Disciplines, Department of Medicine, Stanford University School of Medicine.

PMID: 26545059

Abstract

BACKGROUND AND OBJECTIVES: Community-based service-learning opportunities could support residents' acquisition of Accreditation Council for Graduate Medical Education (ACGME) competencies, but this concept has not been tested, and such programs are difficult to find. The objective of this work was to assess the value and the ACGME competency relevance of a service-learning program for residents that could be easily replicated nationally.

METHODS: Forty-one family medicine residents from three training programs participated in the Stanford Youth Diabetes Coaches Program at six high schools in California and Georgia serving minority students of low socioeconomic status. Residents completed online surveys to provide qualitative feedback and assess the program's impact on their acquisition of residency program competencies and self-management support proficiencies, including prior use and planned use of action plans-a key self-management support strategy.

RESULTS: Ninety-five percent of residents indicated that the program was a valuable experience that contributed to acquisition of residency program competencies, including interpersonal and communication skills and communication with teens. Compared with baseline, significantly more residents reported intention to use action plans with patients following participation. Themes from qualitative feedback included: valuing the overall experience, increasing opportunities to practice teaching, enhancing their ability to communicate with adolescents, contributing to the health of the community, recognizing the potential of action plans, and increasing intent to use action plans.

CONCLUSIONS: This pilot demonstrated that a brief service-learning program can enhance standard residency curriculum by encouraging acquisition of ACGME competencies and promoting utilization of self-management support in clinical practice.

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