An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners
Physician advocacy and leadership is increasingly recognized as an important part of our social responsibility. Frameworks, such as CanMEDS, have set out definitions of health advocacy and leadership for medical education. Despite calls for mandatory advocacy and leadership teaching and potential we...
| Main Authors: | , , , , , , , , , , , , , , , , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2016-08-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/487 |
| _version_ | 1828940740692017152 |
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| author | David Benrimoh Nebras Warsi Emily Hodgson Nadia Demko Bing Yu Chen Ruth Habte Claudie Dandurand-Bolduc Sarah Silverberg Sean Xia Laura Chu Jessica Ruel-Laliberté Jessica Harris Kristin Pon Manni Singh Arnav Agarwal Laura Kim Molly Whalen-Browne Emma Ali Nicola Sahar Leandra Wellmeier Lucy Smith Nikita Arora Roxanne Houde Gabriel Devlin Jean-Ahmed Zigby Anne Andermann Cécile Rousseau Mónica Ruiz-Casares |
| author_facet | David Benrimoh Nebras Warsi Emily Hodgson Nadia Demko Bing Yu Chen Ruth Habte Claudie Dandurand-Bolduc Sarah Silverberg Sean Xia Laura Chu Jessica Ruel-Laliberté Jessica Harris Kristin Pon Manni Singh Arnav Agarwal Laura Kim Molly Whalen-Browne Emma Ali Nicola Sahar Leandra Wellmeier Lucy Smith Nikita Arora Roxanne Houde Gabriel Devlin Jean-Ahmed Zigby Anne Andermann Cécile Rousseau Mónica Ruiz-Casares |
| author_sort | David Benrimoh |
| collection | DOAJ |
| description | Physician advocacy and leadership is increasingly recognized as an important part of our social responsibility. Frameworks, such as CanMEDS, have set out definitions of health advocacy and leadership for medical education. Despite calls for mandatory advocacy and leadership teaching and potential wellness benefits, presently medical curricula do not usually teach practical advocacy and leadership skills to learners. There is also a demonstrated disconnect between staff and resident perceptions of advocacy. Our group set out to create an innovative Advocacy and Leadership Curriculum (ALC) to fill this gap. A collaboration of over twenty medical students and professors from across Canada and the U.S worked over the past year to survey students, conduct curriculum mapping, examine current literature and practices in order to inform the creation of an ALC. A competency- and milestone-based ALC was created based on this data and reviewed by experts in medical education and/or physician advocacy. This ALC addresses three spheres of advocacy: the Patient level, the Institutional level, and the Population level (which includes the Community). A guiding principle of the ALC is to form positive working partnerships with communities and patients and to collaborate with other health professionals to advocate with, and on behalf of, patients. CanMEDS-based Learning Objectives, divided into theoretical, skills-based, and application-based categories, form the core of the program. The curriculum prepares learners for real-world advocacy through longitudinal projects, interdisciplinary work, and community-based service learning. Novel engagement of other professionals and physician advocates to act as advocacy preceptors is central to the curriculum. Innovative assessment techniques- such as advocacy simulations, longitudinal study of physician advocacy activity, and focus on attitudes and behaviour as well as knowledge and practical advocacy skills- are introduced. The ALC serves as an adaptable model for the training of socially responsible medical learners who are conversant in advocacy techniques and able to advocate with patients, within institutions, and with populations. Projects resulting from the ALC will improve medical school social accountability. |
| first_indexed | 2024-12-14T03:24:27Z |
| format | Article |
| id | doaj.art-cb687848054f4a70a3ce7a481460f063 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-12-14T03:24:27Z |
| publishDate | 2016-08-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-cb687848054f4a70a3ce7a481460f0632022-12-21T23:18:56ZengF1000 Research LtdMedEdPublish2312-79962016-08-0152An Advocacy and Leadership Curriculum to Train Socially Responsible Medical LearnersDavid Benrimoh0Nebras Warsi1Emily Hodgson2Nadia Demko3Bing Yu Chen4Ruth Habte5Claudie Dandurand-Bolduc6Sarah Silverberg7Sean Xia8Laura Chu9Jessica Ruel-Laliberté10Jessica Harris11Kristin Pon12Manni Singh13Arnav Agarwal14Laura Kim15Molly Whalen-Browne 16Emma Ali17Nicola Sahar18Leandra Wellmeier 19Lucy Smith20Nikita Arora21Roxanne Houde22Gabriel Devlin23Jean-Ahmed Zigby24Anne Andermann25Cécile Rousseau26Mónica Ruiz-Casares27McGill University McGill University McGill University McGill University McGill University University of Manitoba McGill University University of TorontoQueen's UniversityMcMaster University Laval University University of Saskatchewan University of AlbertaUniversity of Toronto University of Toronto University of British ColumbiaMcMaster UniversityWestern UniversityUniversity of Toronto University of CalgaryMemorial University McMaster UniversityUniversity of Sherbrooke McGill UniversityMcGill UniversityMcGill UniversityMcGill UniversityMcGill UniversityPhysician advocacy and leadership is increasingly recognized as an important part of our social responsibility. Frameworks, such as CanMEDS, have set out definitions of health advocacy and leadership for medical education. Despite calls for mandatory advocacy and leadership teaching and potential wellness benefits, presently medical curricula do not usually teach practical advocacy and leadership skills to learners. There is also a demonstrated disconnect between staff and resident perceptions of advocacy. Our group set out to create an innovative Advocacy and Leadership Curriculum (ALC) to fill this gap. A collaboration of over twenty medical students and professors from across Canada and the U.S worked over the past year to survey students, conduct curriculum mapping, examine current literature and practices in order to inform the creation of an ALC. A competency- and milestone-based ALC was created based on this data and reviewed by experts in medical education and/or physician advocacy. This ALC addresses three spheres of advocacy: the Patient level, the Institutional level, and the Population level (which includes the Community). A guiding principle of the ALC is to form positive working partnerships with communities and patients and to collaborate with other health professionals to advocate with, and on behalf of, patients. CanMEDS-based Learning Objectives, divided into theoretical, skills-based, and application-based categories, form the core of the program. The curriculum prepares learners for real-world advocacy through longitudinal projects, interdisciplinary work, and community-based service learning. Novel engagement of other professionals and physician advocates to act as advocacy preceptors is central to the curriculum. Innovative assessment techniques- such as advocacy simulations, longitudinal study of physician advocacy activity, and focus on attitudes and behaviour as well as knowledge and practical advocacy skills- are introduced. The ALC serves as an adaptable model for the training of socially responsible medical learners who are conversant in advocacy techniques and able to advocate with patients, within institutions, and with populations. Projects resulting from the ALC will improve medical school social accountability.https://www.mededpublish.org/Manuscripts/487AdvocacyLeadershipSocial ResponsibilityService LearningCompetency-Based Medical Education |
| spellingShingle | David Benrimoh Nebras Warsi Emily Hodgson Nadia Demko Bing Yu Chen Ruth Habte Claudie Dandurand-Bolduc Sarah Silverberg Sean Xia Laura Chu Jessica Ruel-Laliberté Jessica Harris Kristin Pon Manni Singh Arnav Agarwal Laura Kim Molly Whalen-Browne Emma Ali Nicola Sahar Leandra Wellmeier Lucy Smith Nikita Arora Roxanne Houde Gabriel Devlin Jean-Ahmed Zigby Anne Andermann Cécile Rousseau Mónica Ruiz-Casares An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners MedEdPublish Advocacy Leadership Social Responsibility Service Learning Competency-Based Medical Education |
| title | An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners |
| title_full | An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners |
| title_fullStr | An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners |
| title_full_unstemmed | An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners |
| title_short | An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners |
| title_sort | advocacy and leadership curriculum to train socially responsible medical learners |
| topic | Advocacy Leadership Social Responsibility Service Learning Competency-Based Medical Education |
| url | https://www.mededpublish.org/Manuscripts/487 |
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