A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis

Introduction There is room for innovation in medical education regarding HIV and modern biomedical preventive strategies such as pre-exposure prophylaxis (PrEP). Previously described undergraduate medical curricular modules address care for HIV patients but do not include PrEP. A graduate medical cu...

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Autores principales:	Samuel R. Bunting, Robert Saqueton, Tamzin J. Batteson
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Interprofessional Education Population Health HIV Cultural Competence Diversity Health Equity Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/62b95519717642b19efcdf2671b28522
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spelling	oai:doaj.org-article:62b95519717642b19efcdf2671b285222021-11-22T13:43:04ZA Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis10.15766/mep_2374-8265.108182374-8265https://doaj.org/article/62b95519717642b19efcdf2671b285222019-04-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10818https://doaj.org/toc/2374-8265Introduction There is room for innovation in medical education regarding HIV and modern biomedical preventive strategies such as pre-exposure prophylaxis (PrEP). Previously described undergraduate medical curricular modules address care for HIV patients but do not include PrEP. A graduate medical curriculum concerning HIV has also been described but misses the opportunity for early introduction of HIV risk prevention, an element of primary preventive care. The guiding framework described here provides one mechanism to begin addressing this gap and fosters interprofessional collaboration among students through community engagement. Methods We assembled a team of 11 first-year students (medical, physician assistant, podiatry, pharmacy, and health care psychology). The team collaborated to create a training module about HIV risk and PrEP access in Lake County, Illinois. A biopsychosocial perspective on HIV risk and PrEP was employed as the guiding framework. The student team presented the module to care teams at the Lake County Health Department and to the university campus through interactive workshops. Results Participating students completed a self-reflection instrument. Responses were positive in terms of student enjoyment and attainment of new knowledge regarding HIV risk and PrEP. Students also self-reported competency in a selected group of Interprofessional Education Collaborative competencies. Narrative responses were analyzed for context. Discussion Student responses suggest that this activity is effective in providing education about HIV risk and PrEP. The framework is novel in that it requires research and modification at each site of implementation. Furthermore, as an extracurricular element, its implementation is flexible.Samuel R. BuntingRobert SaquetonTamzin J. BattesonAssociation of American Medical CollegesarticleInterprofessional EducationPopulation HealthHIVCultural CompetenceDiversityHealth EquityMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Interprofessional Education Population Health HIV Cultural Competence Diversity Health Equity Medicine (General) R5-920 Education L
spellingShingle	Interprofessional Education Population Health HIV Cultural Competence Diversity Health Equity Medicine (General) R5-920 Education L Samuel R. Bunting Robert Saqueton Tamzin J. Batteson A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis
description	Introduction There is room for innovation in medical education regarding HIV and modern biomedical preventive strategies such as pre-exposure prophylaxis (PrEP). Previously described undergraduate medical curricular modules address care for HIV patients but do not include PrEP. A graduate medical curriculum concerning HIV has also been described but misses the opportunity for early introduction of HIV risk prevention, an element of primary preventive care. The guiding framework described here provides one mechanism to begin addressing this gap and fosters interprofessional collaboration among students through community engagement. Methods We assembled a team of 11 first-year students (medical, physician assistant, podiatry, pharmacy, and health care psychology). The team collaborated to create a training module about HIV risk and PrEP access in Lake County, Illinois. A biopsychosocial perspective on HIV risk and PrEP was employed as the guiding framework. The student team presented the module to care teams at the Lake County Health Department and to the university campus through interactive workshops. Results Participating students completed a self-reflection instrument. Responses were positive in terms of student enjoyment and attainment of new knowledge regarding HIV risk and PrEP. Students also self-reported competency in a selected group of Interprofessional Education Collaborative competencies. Narrative responses were analyzed for context. Discussion Student responses suggest that this activity is effective in providing education about HIV risk and PrEP. The framework is novel in that it requires research and modification at each site of implementation. Furthermore, as an extracurricular element, its implementation is flexible.
format	article
author	Samuel R. Bunting Robert Saqueton Tamzin J. Batteson
author_facet	Samuel R. Bunting Robert Saqueton Tamzin J. Batteson
author_sort	Samuel R. Bunting
title	A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis
title_short	A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis
title_full	A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis
title_fullStr	A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis
title_full_unstemmed	A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis
title_sort	guide for designing student-led, interprofessional community education initiatives about hiv risk and pre-exposure prophylaxis
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/62b95519717642b19efcdf2671b28522
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A Guide for Designing Student-Led, Interprofessional Community Education Initiatives About HIV Risk and Pre-Exposure Prophylaxis

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