Community engagement: A central feature of NOSM’s socially accountable distributed medical education

Background: Northern Ontario School of Medicine (NOSM) serves as the Faculty of Medicine of Lakehead and Laurentian Universities, and views the entire geography of Northern Ontario as its campus. This paper explores how community engagement contributes to achieving social accountability in over 90 s...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Roger Strasser, John Hogenbirk, Kristen Jacklin, Marion Maar, Geoff Hudson, Wayne Warry, Hoi Cheu, Tim Dubé, Dean Carson
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2018
Materias:	Community Engagement Social Accountability Distributed Medical Education Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/36e04c1d3ece4b52a58868d9c5362c28
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:36e04c1d3ece4b52a58868d9c5362c28
record_format	dspace
spelling	oai:doaj.org-article:36e04c1d3ece4b52a58868d9c5362c282021-12-01T22:45:27ZCommunity engagement: A central feature of NOSM’s socially accountable distributed medical education10.36834/cmej.421511923-1202https://doaj.org/article/36e04c1d3ece4b52a58868d9c5362c282018-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/42151https://doaj.org/toc/1923-1202Background: Northern Ontario School of Medicine (NOSM) serves as the Faculty of Medicine of Lakehead and Laurentian Universities, and views the entire geography of Northern Ontario as its campus. This paper explores how community engagement contributes to achieving social accountability in over 90 sites through NOSM’s distinctive model, Distributed Community Engaged Learning (DCEL). Methods: Studies involving qualitative and quantitative methods contribute to this paper, which draws on administrative data from NOSM and external sources, as well as surveys and interviews of students, graduates and other informants including the joint NOSM-CRaNHR (Centre for Rural and Northern Health Research) tracking and impact studies. Results: Community engagement contributes throughout the lifecycle stages of preadmission, admission, and undergraduate medical education. High school students from 70 Northern Ontario communities participate in NOSM’s week-long Health Sciences Summer Camps. The MD admissions process involves approximately 128 volunteers assessing written applications and over 100 volunteer interviewers. Thirty-six Indigenous communities host first year students and third-year students learn their core clinical medicine in 15 communities, throughout Northern Ontario. In general, learners and communities report net benefits from participation in NOSM programs. Conclusion: Community engagement makes a key contribution to the success of NOSM’s socially accountable distributed medical education. Roger StrasserJohn HogenbirkKristen JacklinMarion MaarGeoff HudsonWayne WarryHoi CheuTim DubéDean CarsonCanadian Medical Education JournalarticleCommunity EngagementSocial AccountabilityDistributed Medical EducationEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 9, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Community Engagement Social Accountability Distributed Medical Education Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Community Engagement Social Accountability Distributed Medical Education Education (General) L7-991 Medicine (General) R5-920 Roger Strasser John Hogenbirk Kristen Jacklin Marion Maar Geoff Hudson Wayne Warry Hoi Cheu Tim Dubé Dean Carson Community engagement: A central feature of NOSM’s socially accountable distributed medical education
description	Background: Northern Ontario School of Medicine (NOSM) serves as the Faculty of Medicine of Lakehead and Laurentian Universities, and views the entire geography of Northern Ontario as its campus. This paper explores how community engagement contributes to achieving social accountability in over 90 sites through NOSM’s distinctive model, Distributed Community Engaged Learning (DCEL). Methods: Studies involving qualitative and quantitative methods contribute to this paper, which draws on administrative data from NOSM and external sources, as well as surveys and interviews of students, graduates and other informants including the joint NOSM-CRaNHR (Centre for Rural and Northern Health Research) tracking and impact studies. Results: Community engagement contributes throughout the lifecycle stages of preadmission, admission, and undergraduate medical education. High school students from 70 Northern Ontario communities participate in NOSM’s week-long Health Sciences Summer Camps. The MD admissions process involves approximately 128 volunteers assessing written applications and over 100 volunteer interviewers. Thirty-six Indigenous communities host first year students and third-year students learn their core clinical medicine in 15 communities, throughout Northern Ontario. In general, learners and communities report net benefits from participation in NOSM programs. Conclusion: Community engagement makes a key contribution to the success of NOSM’s socially accountable distributed medical education.
format	article
author	Roger Strasser John Hogenbirk Kristen Jacklin Marion Maar Geoff Hudson Wayne Warry Hoi Cheu Tim Dubé Dean Carson
author_facet	Roger Strasser John Hogenbirk Kristen Jacklin Marion Maar Geoff Hudson Wayne Warry Hoi Cheu Tim Dubé Dean Carson
author_sort	Roger Strasser
title	Community engagement: A central feature of NOSM’s socially accountable distributed medical education
title_short	Community engagement: A central feature of NOSM’s socially accountable distributed medical education
title_full	Community engagement: A central feature of NOSM’s socially accountable distributed medical education
title_fullStr	Community engagement: A central feature of NOSM’s socially accountable distributed medical education
title_full_unstemmed	Community engagement: A central feature of NOSM’s socially accountable distributed medical education
title_sort	community engagement: a central feature of nosm’s socially accountable distributed medical education
publisher	Canadian Medical Education Journal
publishDate	2018
url	https://doaj.org/article/36e04c1d3ece4b52a58868d9c5362c28
work_keys_str_mv	AT rogerstrasser communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT johnhogenbirk communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT kristenjacklin communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT marionmaar communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT geoffhudson communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT waynewarry communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT hoicheu communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT timdube communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation AT deancarson communityengagementacentralfeatureofnosmssociallyaccountabledistributedmedicaleducation
_version_	1718404033113227264

Community engagement: A central feature of NOSM’s socially accountable distributed medical education

Ejemplares similares