1. SLIPPING UNDER THE RADAR IN A PARALLEL UNIVERSE – social accountability and community engagement in a rural clinical school program
Dr David Campbell
Associate Professor
Director
School of Rural Health East/South Gippsland
Monash University
2. Faculty/Presenter DisclosureSlide 1•PRESENTER: David Campbell•Relationships with commercial interests: –Grants/Research Support: none–Speakers Bureau/Honoraria: none–Consulting Fees: none–Other: none
4. Social Accountability and Community Engagement in a Rural Clinical School program
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Definition and international perspective
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Activities in Monash SRH East Gippsland
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Divergence of values : university priorities vs. the social accountability agenda
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Future directions
5. Rendezvous Conference Oct 2012
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Community engagement within Indigenous health medical curriculum
Author(s): Ryder C (Presenting), Yarnold D, Hayes C
(Australia)
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Community-based participatory research and documentary storytelling to involve communities as partners in health.
Author(s): Behroozi F (Presenting), Bestall E, Abney K
(South Africa)
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Transforming medical students into socially accountable agents of change: A community service group activity.
Author(s): Dorsamy V (Presenting), Knight S, Ticha L (Sth Africa)
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Communities’ views, attitudes and recommendations on community-based education of undergraduate health sciences students: a qualitative study.
Author(s): Flack P (Presenting), Mabuza H, Reid S, Diab P (Sth Africa)
6. Rendezvous Conference (cont)
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Engaging and learning from Indigenous Elders in Labrador
Author(s): Jong M (Presenting)
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Exploring how to measure community engagement at a clinical site – Using the LIC context
Author(s): Alexiadis Brown P, Boulay R, Cameron Dube R, Horrey K, MacLeod A, Martin B, Smith P (Presenting), Steeves J, Matte M
•Engaging the community in partnerships for developing a service-learning program
Author(s): Manning D (Presenting), Hlungwani T (South Africa)
7. Rendezvous Communique
“Institutions for health professional education, including medical schools, should be socially accountable.
Underserved communities must be supported to grow in their ability to identify and voice their health needs and work to guide institutions
educating health practitioners in providing targeted training to address those needs.”
8. Rendezvous Communique (cont)
Communities must be part of generating solutions to their own health care needs and enabled to be actively involved in implementing these solutions.
“Nothing about me, without me” should be the guiding philosophy of community involvement for all institutions, research centres, managers, and service providers.
10. Community Engagement in Medical Education
“………….community engagement through which communities actively participate in hosting students and contribute to their learning. Community engagement takes the notion of 'community' in health sciences education beyond being simply community based in that the community actively contributes to hosting the students and enhancing their learning experiences.”
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Strasser RP. Community engagement: a key to successful rural clinical education.
Rural and Remote Health 10: 1543. (Online), 2010
13. School of Rural Health East/South Gippsland
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40 students; each spends full academic year in one town in LIC model
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36 nursing degree students
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Intern training
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Practice Nurse Education Group
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Continued education/professional development: doctors, nurses and paramedics
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Funding for simulation-based education
e.g. Partners in Training /SLE Project
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15. School of Rural Health East/South Gippsland
Engagement with local health practitioners:
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10 hospitals: resident and visiting specialists
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15 private general practices
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Aged care facilities/ CHCs
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Community mental health services
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ACCHSs
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Allied health services
16. Curriculum challenges
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LIC model delivery of centrally-developed traditional block curriculum.
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30 students in year 4 -- only 10% of total student numbers Year 4
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Timing of assessment tasks
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Dealing with student perceptions
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Dealing with perceptions of “distant” tutors
17. Activities in East Gippsland
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Community Advisory Group
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East Gippsland Rural Scholarship: Rotary Club
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Student activities:
- East Gippsland Specialist School
- support for secondary school students: individual tutoring and career advice.
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Engagement with University of Otago RMIP :
the Pat Farry Memorial Trophy
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19. Staff community engagement activities
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Scientists in Schools: local primary schools
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Community career expos
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SRH East Gippsland Open Day
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Boards, Committees and Advisory Groups
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Advice/support to individual community members
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Community education and research
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21. School of Rural Health East/South Gippsland
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Centre of Excellence for Aboriginal Health East Gippsland (CEAHEG)
- MoU
- support for Committee
- office accommodation
- Research project
- Recruitment of Aboriginal secondary school students
23. CEAHEG - 2013/14
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Completion of research project
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Engagement of Aboriginal tutors
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Curriculum delivery
- traditional medicines, Gunai/Kurnai history and culture; providing hospital care to Aboriginal people; providing family medical care to Aboriginal people
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Major Conference May 2014
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Assistance with funding submissions
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25. Community socio-economic development
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Infrastructure funding
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Relocation of local teaching practice
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Assistance with practice infrastructure grants
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Student accommodation
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Student travel
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27. Student accommodation
2014:
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20 residential properties to house 110 MBBS students (>50 FTE/year) plus allied health students.
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Approx $240,000 rent per year for student accommodation
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From Omeo/Orbost /Lakes Entrance/Sale Bairnsdale/Maffra/Heyfield/Warrugul/ Yarram/Foster/Wonthaggi/Leongatha
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29. Community development: “social capital”
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Network of rural teaching practices across East and South Gippsland
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Community ‘ownership’ of the program: contribution to student learning
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Building academic presence in local health services (Academic staff member’s research)
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Recruitment of local secondary school students
30. Community development: “social capital”
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Vertical and horizontal integration with other health education programs
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Linkages with other education organisations
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Contribution of university / academic presence to community well-being and sustainability
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Workforce outcomes
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“Our students”
31. How de we measure community engagement and social accountability?
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Values and vision of university and RCS not always congruent
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Staff performance appraisal : education, research and service – examined separately rather than community service/engagement being viewed as integral to education delivery and research direction
32. ? Divergent values
University priorities
•Internationalisation: “Global health”
•Research income and reputation
•International rankings
•Contribution of tertiary education to national balance of trade
33. ? Divergent values
The “Social accountability” Agenda
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Social justice
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accountability to rural communities
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Horizontal and vertical integration of education programs
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Workforce outcomes, including “service learning”
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Community development
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35. Rural Clinical Training and Support Project
Aim of the Project
The Aim of the Project is to increase the rural medical workforce by enlisting Australian medical schools to
-deliver rural medical training
-recruit rural medical students
-promote and encourage rural medical careers.
37. Community Engagement requires leadership……
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Infuse others with a positive energy even in adverse circumstances
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Think creatively about capacity development
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Use networks /contacts and reputation to protect the organisation
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Be adaptable……. Be prepared to change leadership style as the environment changes
38. RENDEZVOUS COMMUNIQUE ……
“Successful community engagement ……… is facilitated by formal affiliation agreements, collaboration agreements and memoranda of understanding that set out the roles and functions of the partners…….
This ……… provides a mechanism by which the medical school is a part of the community and the community is a part of the medical school.
Successful community engagement also depends on continuing interaction through ‘engagement and re- engagement’ on a regular basis.”
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40. Measures of success
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community actively contributes to hosting the students and enhancing their learning experiences, particularly their understanding and knowledge of the local social determinants of health.
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improved recruitment and retention of healthcare providers who are responsive to cultural diversity and community needs and are collaborating members of the whole health team.
41. Measures of success
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the medical school and the community establish an interdependent partnership through which the community is actively involved with the medical school in education, research and community development activities.
42. Future measures
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Measure economic impact – the multiplier effect
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Value and measure “social capital”
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Measure contribution to rural community sustainability and to health status
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Measure our promotion of rural values, attitudes and lifestyle as a foil to increasing global urbanisation
