PHC Faculty Resources
These resources have been compiled for those who are planning a team experience for the 2014 UMMS Population Health Clerkship (PHC), the required community service-learning experience for 2nd year medical and advanced practice nursing students.
To view the 2014 Faculty Development session, archived with sound using Adobe Connect from June 25, 2014, click here. To just download the slides, click here instead.
On this page
More than one team may be able to participate in the following activities. If you're planning an activity for your team - a talk or field experience, a public event, etc - that could be open to others as well, let Heather know.
- Regional Environmental Council Food Day Festival, October 18, Murray Family Park, contact Liz Sheehan Castro. Note: there is also a farmer's market on Oct 25 in the park.
- Race, Power and Privilege intensive full-day workshop, 9-4, Lazare Building Blais Pavilion, University Campus
- Senior Health and Safety Fair, October 29, Worcester Senior Center, contact Esther Borer
- Peer poster review session, October 30, 1-3pm in S2-309A-D - students have an opportunity to review and comment on each others' posters before final edits are made and files sent to printer. . Contact Heather-Lyn Haley
Curriculum aids and online modules
The aim of the PHC is to introduce students to public health concepts and to communities as a unit of care. Keep in mind as you’re planning your clerkship’s agenda that students should:
- Have opportunities to work collaboratively, and gain insight into how the range of professionals working with the population function as interprofessional teams
- Appreciate the value of examining populations and communities as units of care
- Understand the demographics and also the strengths and challenges of the population
- Become aware of resources available for a population
- Discover the methods by which providers can advocate for and with a population
Clerkship leaders plan and oversee a meaningful experience for the students, including helping to guide their learning about the population, planning community-based activities, and participating in reflective discussions. To ensure a level of equity across clerkship sites, we ask that students be engaged for at least 6 hours per day in these activities.
There are a range of population health teaching materials that you can use to help you elaborate on key concepts with the students. You may find that reviewing the module yourself helps you guide reflective discussion, or there may be a brief segment that is so relevant you choose to make it part of the team experience by reviewing together with all students or reserving time for them to review on their own.
The Association for Prevention Teaching and Research has developed a curriculum designed to guide population health teaching for medical professionals, as well as a wide range of online learning modules in population health and 15 dimensions of public health that team leaders may access. Below you'll find direct links to some of the modules that may be relevant to your team's learning.
"The Clinical Prevention and Population Health Curriculum Framework is a product of the Healthy People Curriculum Task Force convened by the Association for Prevention Teaching and Research. The Task Force includes representatives of eight health professional education associations representing allopathic and osteopathic medicine, nursing and nurse practitioners, allied health, dentistry, pharmacy, and physician assistants. Its mission is to accomplish the Healthy People 2010 objective of increasing health promotion and disease prevention content in health professional education.
"The Curriculum Framework provides a structure for organizing curriculum, monitoring curriculum, and communicating within and among professions. It is designed to provide guidelines for student education in the clinical health professions represented on the Healthy People Curriculum Task Force, but can be adapted by other health professions disciplines to suit their needs.
The Framework consists of four components:
- Evidence-Based Practice
- Clinical Preventive Services and Health Promotion
- Health Systems and Health Policy
- Population Health and Community Aspects of Practice
The full Curriculum Framework includes a total of 19 domains under the four components. Examples illustrate the types of materials that could fulfill each domain. The aim is to encourage each participating clinical health profession to review its curriculum recommendations and/or requirements and consider changes."
(from the website)
Suggestions and best practices from long-running teams
- Take time in the beginning to learn about the learners - where they are coming from, relevant community experience they may have, lessons they are hoping to learn. Do not assume they are familiar OR unfamiliar with the settings in which they will be placed. Find ways to utilize talents, skills, and relevant knowledge among students.
- Build time into the schedule to check progress on assignments - include activities like group time to review completed framework, or an early look at poster development so feedback can be provided
- Take time for reflection - it's important to find out what lessons students are taking away from experiences - are they discovering what you expected? Are their assumptions being questioned? Are you supporting their growth in a safe environment?
- Specific service projects are appreciated - it's hard to expect a student team to identify a project that would be meaningful to the community group or population in such short time
- Include enough time for meaningful conversation with people from the population being explored - honor the expertise of those being served. Everyone has something to teach the students.
- Highlight the places where interdisciplinary communication is happening, and give them time to learn from experts in other fields. This is a great opportunity to help learners develop respect for a range of professionals in health care and community settings.
- Have hints to add here? Send them to Heather-Lyn Haley.