1. Students Teaching at Juvenile Detention: Who Benefits More?
Sonal Desai MS3, Parth Shah MS3, Fred Rottnek MD, MAHCM, Kelly Everard, PhD

2. The presenters have no relevant financial disclosures.

3. Describe elective: Corrections Medicine at Junvenile Detention
Describe critical reflection process
Determine benefit of detention elective
Explain the accessibility and ease of implementation of this elective
Session Outline

4. Why This Elective?
Medical students challenged with understanding and communicating with unfamiliar populations
Must be effective communicators and culturally competent to build relationships with patients
These skills are vital to effective, holistic care
Do students have adequate exposure in curriculum to reach this goal?

5. Educational Concept & Curricular Design
Eight week elective at a juvenile detention center
Two hour sessions each week, one hour teaching and one hour engaging with youth
Session topics developed and implemented by students at teens’ request:
Tobacco, Drugs, Nutrition & Exercise, College and Careers, Mental Health, Oral Hygeine, STDs, Tattoo Hygiene, and Science of Life
Risk reduction model
Critical reflections

6. Course Objectives
Students will feel comfortable working with course directors in developing and delivering educational lessons to adolescents in juvenile detention
Students will demonstrate active participation with youth in detention as well as community partners involved in implementation of the program
Students will shadow at the juvenile detention center to gain insight into Correctional Health Care
Students will have an increased understanding of community needs and resources relating to correctional facilities.

7. Posters

8. Method
Twenty-four medical students participated and completed reflections
What? / So What? / Now what? format
Examined using thematic analysis to answer “What was the benefit of the elective?”
Reflections read by authors and themes determined
Reflections then coded by three raters identifying themes
Inter-rater agreement themes was assessed Fleiss’ Kappa

9. Results Fleiss’ Kappa of 0.68 among 3 coders Two major themes emerged
Medical students benefited
Learned from the youth, including preconceptions that were challenged
Introduced to a new population
Recognized what they would do differently in the future
Effective in reaching a hard to reach population
Youth learned material
Relationship building was key

10. What medical students learned, including preconceptions addressed
“I got myself out of my comfort zone and learned to become confident in a completely new environment.”
What medical students learned, including preconceptions addressed

11. Introducing students to a new population
“Volunteering at the Juvenile Detention Center has been an extremely rewarding experience. Having no experience with anything of this sort in the past, it has definitely made me realize the diverse populace of patients a health care professional has to serve in his/her career.”
Introducing students to a new population

12. What students will do differently in the future
“In the future I hope to use these lessons in my practice as a physician. It is important to understand the generalities of a population and be able to work within those generalities, but it also important to remember that everyone has their individual story and, while there may be similarity, it is important to treat each patient individually.”
What students will do differently in the future

13. “The boys were always well engaged in our presentations, and I realized that they loved having medical students teach and spend time with them. They were curious and wanted to know about so many topics beyond the scope of our presentations.”
What the youth learned

14. The importance of relationship building
“I felt like I had built a strong relationship with some of the kids because they began asking us questions that they were not comfortable asking their supervisors. They enjoyed our company and began opening up which allowed us to be able to teach more effectively. They began listening to what we had to say and even contributed to the discussion.”
The importance of relationship building

15. Conclusion
Critical reflection shows that both medical students and youth in detention benefitted from and enjoyed this elective
Medical students were able to learn the importance of effective communication as well as cultural competency
Prepares preclinical students for future
Elective is easy to implement

16. Elective objective:
Effective yet accessible risk reduction program for high risk youth

17. How?
Few medical student-run programs currently exist for youth at detention centers
Entirely student-run; faculty advisor oversees program
Minimal funding needed
Juvenile detention centers are widespread and abundant
Obvious benefit to both community and medical students

18. References
Committee on Adolescence (2001). Health care for children and adolescences in the juvenile correctional care system. American Academy of Pediatrics, 107(4), Accessed from:
Donenburg, G., Emerson, E., Mackesy-Amiti, M.E., Udell, W (2015). HIV-risk reduction with juvenile offenders on probation. Journal of Child and Family Studies, 24(6),
Littlewood, S., Ypinazar, V., Margolis, S., Scherpbier, A., Spencer, J., Dornan, T (2005). Early practical experience and the social responsiveness of clinical education: systematic review. BMJ, 331,