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©2003 Community Faculty Development Center Teaching Culture and Community in Primary Care: The Community as Teacher
©2003 Community Faculty Development Center Teaching Culture and Community: The Community as Teacher After this session, you will be able to: Address knowledge needs regarding cultural issues in the community setting Augment the GNOME planning process to include service-learning methodologies Use the principles of service-learning to plan a community-based learning experience for incorporation into your practice
©2003 Community Faculty Development Center Where have we been?
©2003 Community Faculty Development Center Needs Assessment Self-assessment Assess level of ethno- sensitivity Assess skill level of learner in the context of trans-cultural interviewing CULTURALLY EGOCENTRIC CULTURALLY SENSITIVE MINIMIZATION
©2003 Community Faculty Development Center Attitudes and values: –Celebration of diversity –Recognition of cultural biases –Respect for all health beliefs –Avoid assumptions and stereotypes Skills: –Patient Centered Interviewing –Social Context Review of Systems –LEARN model Objectives
©2003 Community Faculty Development Center Methods Appropriate Use of Teaching Styles Reflection Modeling Role Play
©2003 Community Faculty Development Center Evaluation Characteristics feedback in context of cultural learning objective Encourage self-assessment –Facilitates self-reflection –Promotes self-awareness Refer to specific, observed behaviors –No presumption of attitude –Provides opportunity for change and growth
©2003 Community Faculty Development Center Knowledge Objectives –Population health –Outcome disparities –Exploring history and cultural norms of specific groups –Explore the culture of the community in which you are practicing What’s missing?
©2003 Community Faculty Development Center A Little Knowledge is … ENLIGHTENING! –Historical context –Geography –Cultural Norms Facilitate asking pertinent positive and negative questions Leads to efficiency
©2003 Community Faculty Development Center A Little Knowledge is … DANGEROUS! –Context needs to be seen as general –To avoid stereotype, still must get patient’s perspective
©2003 Community Faculty Development Center Scenario A student from your practice in Worcester, MA is seeing a Mexican American with Type II diabetes mellitus. The student comments on the apparent frequency of diabetes in Hispanics and wonders if this is a problem for Mexican-Americans as well as Puerto Ricans (the majority Latino culture). To what resources would you point your learner?
©2003 Community Faculty Development Center Population Health - HHS Race and Health Home PageHHS Race and Health Home Page - Census Bureau Home PageCensus Bureau Home Page - CDC Diabetes Resource - CDC's Diabetes Program - StatisticsCDC's Diabetes Program - Statistics Links
©2003 Community Faculty Development Center Scenario, Part 2 Now that the student knows about the increased prevalence of diabetes, she is interested in knowing if there is specific help with dietary counseling available.
©2003 Community Faculty Development Center Latinos and Diabetes - Welcome to DiversityRx-MarchWelcome to DiversityRx-March - Mexican American Diets and Diabetes - Nutritional Materials in Spanish - Latin American Food Pyramid Links
©2003 Community Faculty Development Center Other Reference Materials Bibliographies for web sites Bibliographies “Pocket texts” Its in your handout!
©2003 Community Faculty Development Center But, is knowledge enough??? General information –May not apply in your community –Acculturation: Process of adapting from one culture to another. Expertise –Doctors are “experts” –May not be the expert on this. Solution –Draw on expertise of others –Structure community experiences for deep learning
©2003 Community Faculty Development Center The Community as Teacher: How have you done it? Please think for a minute of an educational experience in which you were sent out into a non-medical community setting? What did you learn? How?
©2003 Community Faculty Development Center CONCEPT:SERVICE- LEARNING "A structured learning experience that combines community service with preparation and reflection. Service-learning students not only provide community service, but also learn about the context in which the service is provided” S. Saefer, 2002 The Community as Teacher
©2003 Community Faculty Development Center Service-Learning VolunteerismPracticum Community ServiceField Education Service-Learning Community Beneficiary Provider Service Activity Learning
©2003 Community Faculty Development Center Include more community sites and build long term relationships. Develop a service learning experience using service-learning objectives Develop an orientation component Develop a reflection component Integrate an evaluation component Promote the professional ethic of service Service Learning Protocol for Health Professionals Schools
©2003 Community Faculty Development Center IS: Partnership: educators and community Learning objective connected to service. Real service, meeting an unmet need. Reflection component. Applicable in future personal and professional life. Equitable IS NOT Not just volunteering. Not just a clinical experience Not a chance to show how much you know. Not a chance to hone your skills. Not just an individual relationship* *(although it can start there) What is Service-Learning?
©2003 Community Faculty Development Center WHAT NEXT? Abstract Conceptualization SO WHAT? Reflective Observation WHAT? Concrete Experience ACTION! Active Experimentation Reflection is the hyphen in Service-Learning
©2003 Community Faculty Development Center Reflective Methods Before: –Briefing, essay(pre), self evaluation(pre), writing goals/ learning contract, on-line journal During: –Self-evaluation, community partner or faculty review. After: –Essay(Post), Self-Evaluation(Post), essay based on on- line journal, review of learning contract.
©2003 Community Faculty Development Center How to make it work? Medical student has just seen a 6 y/o well child whose mother is deaf, and for whom the child is the interpreter. The student doesn’t know ASL, available resources for deaf persons nor much about deaf culture. You don’t know much about it either. What can you do? How could you structure the experience? Please discuss with your neighbor for 2 minutes.
©2003 Community Faculty Development Center Surveys and Scavenger Hunts SurveysScavenger Hunts Community reading day Visit a home with a home visitor Writing newspaper articles. Consulting with HeadStart on lead poisoning Interviewing the family of a CSHCN Service-Learning in Practice
©2003 Community Faculty Development Center Practical Aspects of Service- Learning Build on existing relationships Negotiate the objectives Empower partners to teach Reflect with your learner
©2003 Community Faculty Development Center What about Culture? S-L enables growth in the empathic stages: –Models collaboration and power-sharing –Demands reflection and insight –Values all participants S-L requires time and energy –Need to establish and maintain relationships –Need time and expertise to reflect
©2003 Community Faculty Development Center Summary Knowledge about culture is available, but requires context. Service-learning is a teaching method that can provide that context. Preceptors can incorporate service-learning into their precepting by building on existing relationships.
©2003 Community Faculty Development Center Teaching Culture and Community in Primary Care: Giving Feedback.
©2003 Community Faculty Development Center Teaching Culture and Community in Primary Care: Teaching Culturally Appropriate Communication Skills.
STANDARD 4 & DIVERSITY in the NCATE Standards Boyce C. Williams, NCATE John M. Johnston, University of Memphis Institutional Orientation, Spring 2008.
©2003 Community Faculty Development Center Teaching of Tomorrow Faculty Development Toolbox Slideshow Resources.
Bridging Cultures: Delivering Culturally Appropriate Care.
Interstate New Teacher Assessment and Support Consortium (INTASC)
Pharmacy in Public Health: Cultural Competence Course, date, etc. info.
Learning strategies How do we learn and how can we learn more effectively.
Learning What do we want to learn…. ….and how do we do it?
The PYP Exhibition Pilot Year Purpose The Exhibition has a number of key purposes: students can engage in an in-depth, collaborative inquiry. students.
How can we teach effectively? Ramesh Mehay Course Organiser, Bradford VTS.
ISTE Standards for Teachers Anja Whitehead IDT 3600 Fall 2015.
Small Group Teaching Key Educational Skills Faculty Development Workshop December 8, 2015 Katherine M. Hyland, PhD Marieke Kruidering-Hall, PhD.
Addressing minority health access through community-based health literacy research Susan J. Shaw, Ph.D., University of Arizona.
Department of Graduate Medical Education (GME) Overview of the ACGME Core Competencies.
Striving Towards Excellence in Comprehensive Care: What do Children Need? July 10, 2007 Christopher A. Kus, M.D., M.P.H.
Strengths-Based Clinical Case Management: Moving Beyond Service Brokering to Care Collaboration.
Developmentally Appropriate Practices (DAP). Social and cultural Developmentally Appropriate Practices Age Individual.
CPH 509A Internship/Field Experience Preceptor Orientation and Answers to Frequently Asked Questions.
Welcome to the 2008 Day 1 Teacher Mentor Support!.
Summary of the International Society for Technology in Education (ISTE) and NCATE's Educational Computing and Technology facilitation Standards for K-12.
DVC Essay #2. The Essay Read the following six California Standards for Teachers. Discuss each standard and the elements that follow them Choose.
Small Group Teaching Key Educational Skills Faculty Development Workshop December 9, 2014 Katherine M. Hyland, PhD Marieke Kruidering-Hall, PhD.
ETT 429 Spring 2007 Technology Standards. NETS-T Background International Society for Technology in Education (ISTE) created National Educational Technology.
Group Report C is for CLASS. Overall plan – teaching module on Community Orientation 1 to 1 teaching process in practice Both student and trainee teaching.
New Voices/Nuevas Voces Program: Addressing Cultural and Linguistic Diversity in Early Childhood Education and Intervention Betsy Ayankoya Dina Castro.
Presented by Vicki M. Young, PhD October 19,
Dealing with Diversity: an alternative to Cultural Competence Jim Ross, Kristin Kenrick, Chrys Jaye, Peter Radue.
Enhanced Case Management: Moving Beyond Service Brokering to Care Collaboration Unit I.
TO ACCELERATING STUDENT ACHIEVEMENT ACROSS CULTURES STRATEGIES FOR ADMINISTRATORS, TEACHERS, STUDENTS, AND PARENTS Developed by the ETMA Network, AIMMS.
Jo Swallow and Louise Whyte. Learning Objectives Understand the approach to teaching and learning used on the GP scheme Understand some educational theory.
Continuity Clinics as Medical Home Hawaii Dyson Initiative Louise Iwaishi, MD March 5, 2005 Hawaii Dyson Initiative.
Christine Yang March 17, As a teacher it is critical for me to demonstrate mastery of technology teacher standards. ISTE-NETS Teacher Standards.
Introduction to Competency-Based Residency Education Joyce, 2006.
Terry Deane Donna Breger-Stanton Irma Walker-Adame Sharon Gorman Lauri Paolinetti.
1 PREPARATION OF FAMILY MEDICINE RESIDENTS AND MEDICAL STUDENTS INTERESTED IN INTERNATIONAL EXPERIENCES Subcommittee on International Family Medicine Commission.
THE PYP EXHIBITION Presented by Mrs. Gavilanes International Baccalaureate Primary Years Program Coordinator.
Learning through Service Community Service-Learning at the University of Guelph Cheryl Rose, CSL Specialist, Student Life Executive Director, Canadian.
Strengthening Families: An Effective Approach to Supporting Families.
Health Systems – Access to Care and Cultural Competency Tonetta Y. Scott, DrPH, MPH Florida Department of Health Office of Minority Health.
Technical Assistance provided by a grant from the Chalkboard Project.
COACHING. Coaching focuses on partnering with families. This is a shift from the expert telling parents what to do in a top down fashion to a coach who.
Rhode Island Model Academy for Personnel Evaluating Teachers Day One Professional Practice.
Foundation Modules (FOM 011, 013, 014) FOM Team.
Coaching Data Teams JANE COOK LITERACY & TECHNOLOGY COACH, EASTCONN BETH MCCAFFERY SCHOOL IMPROVEMENT COORDINATOR, LEARN.
Preceptor Orientation For the Nurse Practitioner Program 1.
Promoting Excellence in Family Medicine Educational Supervision & Find Your Way Around in the E-portfolio Dr Jane Mamelok RCGP WPBA Clinical Lead.
Facilitate Group Learning. IntroductionIntroduction Why do students enjoy working in small groups? What kinds of small- group exercises can you using.
Module 1 Peer Coaching on Paper Peer Coach Training.
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