Transcript Engagement_Workshop_slides_ 2 24 2014x

Engaging UCSF and
Community Partners in
Effective Workplace Learning
Christy Boscardin, PhD
Naomi Wortis, MD
Bridget O’Brien, PhD
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Workshop Objectives
• Describe key principles of community
engaged workplace learning
• Discuss the benefits of conducting needs and
resource assessments of both learners and sites
• Develop a plan for placement of learners at a
site
• Devise a placement guideline template that
can be used for a range of placements
• Identify existing resources to help prepare
learners and sites
Workshop Agenda
Introductions
Presentations
Introduction of template examples
Small group work on template/checklist
development
• Report back to large group and refine
template
• Future plans and evaluation
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Classroom and Workplace
Learning
Classroom
Workplace
Learner Identity
Student
Novice professional
Knowledge is
• Situated in more controlled
• Situated in more routine practice,
environments and activities – e.g.
authentic problems, and coplanned activities, individual or
participants – e.g. discussions on
group assignments
rounds, charts, development of plans
• Decomposed
• Integrated
Performance is
Demonstrated on exams, behavior
in simulated situations
Demonstrated through completion of
tasks & Participation in real work
Valued Outcomes
include
Mastery of facts, conceptual
understanding, critical thinking
Finding solutions to unanticipated
problems, Efficiency, Effectiveness
(meeting quality standards)
Communities of Practice
• Learning occurs through social interaction
and participation
• Learners begin as peripheral participants,
gradually gain legitimacy and move from
the periphery to more central roles
o Student run clinics
o Health coaching programs
o Action Research Program: Cardiology clinic
• Teachers are just one of many resources for
learning
Conceptual Framework for Workplace Learning
Affordances and Engagement
Selection of
tasks and activities
Responsibility
Sequencing
Relationships within
the practice community
Learning
through
participation
Invitational Quality
Supported participation
Continuity
Personal engagement
Nature of Work Practices
Time pressure/workload
Organization of work
Technology & Resources
Adaptation and expansion of Billett (2001) three factors of workplace curriculum - Learning in the Workplace:
Strategies for effective practice. Crows Nest, Australia: Allen & Unwing. P180-186
Community Engagement
• “The process of working collaboratively with and through
groups of people affiliated by geographic proximity,
special interest, or similar situations to address issues
affecting the well-being of those people”
• Goals are to:
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build trust
enlist new resources and allies
create better communication
improve overall health outcomes
CDC, 1997
Service Learning
“…a structured learning experience that combines
community service with explicit learning objectives,
preparation, and reflection.”
From: Seifer et al, Creating Community-Responsive Physicians: Concepts and Models for Service-Learning in
Medical Education, 2000.
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Service Learning…
• Developed, implemented, and evaluated in
collaboration with the community
• Responds to community-identified concerns
• Attempts to balance the service that is provided
and the learning that takes place
• Enhances the curriculum by extending learning
beyond the lecture hall and allowing students to
apply what they are learning to real-world situations
• Provides opportunities for critical reflection
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Service Learning v. Traditional
Clinical Education
• Balance between service and learning
objectives
• Emphasis on reciprocal learning
• Emphasis on more than individual
interactions
• Emphasis on reflective practice
• Integral role of community partners
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Service Learning
Opportunities
• Community Partners
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Service, economic, and social benefits
Opportunity to teach next generation of health professionals
Increased awareness of institutional assets/limitations
• Students
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Transformational learning experiences
Awareness of determinants of health
Become more community-responsive, culturally competent health
professionals
• Faculty
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Increased understanding of community issues
New scholarship directions
• All
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Wonderful relationships—linking complementary skills and resources
New/better ways to solve problems
Capacity building
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Example
Tips for Successful Service
Learning Partnerships
• Point people for communication continuity
• Shared understanding and expectations from
outset
• Community guides project design &
implementation
• Clear plan for tangible product of use to
community
• Be flexible and open
• Mutual respect
• Cultural humility
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Principles of Partnership
UCSF’s University Community Partnership Office encourages all partners to adhere
to the following principles of partnership, adapted from Community Campus
Partnerships for Health:
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Partners have agreed upon mission, values, goals and measurable outcomes for the
partnership.
The relationship between partners is characterized by mutual trust, respect, genuineness
and commitment.
The partnership builds upon identified strengths and assets, but also addresses areas that
need improvement.
The partnership balances power among partners and enables resources among partners
to be shared.
There is clear, open and accessible communication between partners, making it an
ongoing priority to listen to each need, develop a common language and
validate/clarify the meaning of terms.
Roles, norms, and processes for the partnership are established with the input and
agreement of all partners.
There is feedback to, among, and from all stakeholders in the partnership, with the goal
of continuously improving the partnership and its outcomes.
Partners share the credit for the partnership's accomplishments.
Partnerships take time to develop and evolve over time.
Partners embrace the art of evaluation, documenting whenever possible their process
and measuring their interventions to create transparency, accountability
and replicability.
Partners plan together the dissemination of research findings into translatable and
practical applications with the community.
Sources: Community-Campus Partnerships for Health, Community Partnership Resource Center and University Community Partnerships at UCSF
CCPH: https://ccph.memberclicks.net/principles-of-partnership
Assessment of Needs and
Resources
• Yours and theirs
• Benefits
o Address need prioritized by the site
o Understand context
o Build on existing resources; don’t reinvent them
o Increase chance of sustainable change
Partnership Clarity
• Who are we separately?
o What are our missions/goals?
o What are our needs?
o What are our resources?
• Who are we together? Do we have a shared
mission/goal?
• How will we agree to proceed?
o What will we do together?
o What are our respective roles?
o How will we keep communication open?
• What will we both get out of this partnership?
• How will we share power and/or redress power
imbalances?
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MOU: Support for Role
Clarity
Memorandum of Understanding (MOU):
• Who are the partners?
• What are they going to do together?
• What are their respective responsibilities?
• Timeframe
• Signed by responsible parties
Then do it!
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Existing UCSF Resources
• UCSF Office of University Community Partnerships
(UCP)
o http://partnerships.ucsf.edu/
• UCP Community Engagement online modules
o https://courses.ucsf.edu/course/view.php?id=42
o http://partnerships.ucsf.edu/cemodules (for those outside UCSF)
• UCSF CTSI Community Engagement & Health Policy
Program
o http://ctsi.ucsf.edu/about-us/programs/community-engagement-healthpolicy
University Community
Partnerships Office
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Our Vision
To actively improve the quality of life and promote health equity
throughout our communities by cultivating, sustaining and
advancing strong collaborative partnerships that model excellence
in University and community engagement.
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Our Mission
To build collaborative relationships between UCSF and the
community, promoting civic engagement, fostering community
health and well-being, and enhancing the environment for
education, patient care, research, and employment at UCSF. The
Office serves as a bridge between UCSF and local communities,
emphasizing partnerships that value and respect the assets and
diversity of both.
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UCP CE Modules
• Modules include:
1. Introduction to Community Engagement
2. Introduction to San Francisco’s Diverse
Communities
3. Health Communication
4. Community Assessment
5. Partnering with UCSF (for community partners)
• Each module runs approximately 20-30 minutes
Action Research Program
• Implementation Science courses within Training in
Clinical Research Program
• Increase experiential learning component to focus
on the unique culture/context that define specific
settings
• Partnering with the health care setting to improve
their own practices/environment
• Designed for MS1s and MS2s
Community-Based Participatory
Research (CBPR)
• Contexts: Clinical context, Capacity and Readiness,
Importance of the problem identified.
• Group Dynamics: Incorporate equitable
partnerships, decision-making, problem
identification, and reciprocal learning
• Intervention: Fits local and cultural beliefs, norms,
and practice
• Outcomes: System and capacity changes,
sustainability, community empowerment
Action Research Program in
Cardiology
• Cardiology leadership and staff identified clinic
improvement areas: patient satisfaction, provider
satisfaction, staff recognition
• Conducted clinic observations
• Co-designed a pilot intervention
• Co-developed intervention protocols: List of training
components for the Clinic vs. ARP team
• Co-developed logic model to identify appropriate
outcomes
Training Component
• Pre-requisite Trainings
o History
o Vitals
• APEX Training
o APEX training for 1st, and 3rd year students through SOM
o Perform Abstract encounter
o Medication Reconciliation
• Update medications
• Update/revise Pharmacy for e-prescribing
• Patient Interviewing (SOM)
• Health Coaching (SOM)
• Cardiology Specifics
o If questions arise: Chief of Cardiology (Dr. Jeffrey Olgin), Administrative
Director (Brenda Mar), Practice Manager (Brenda Mar)
o Shadow session with current students and MAs within 4 weeks of starting
rotation.
Service Learning
Resources
• Community-Campus Partnerships for Health (CCPH)
https://ccph.memberclicks.net/service-learning (resources on
service learning with a health focus)
• California Campus Compact (CACC)
http://www.cacampuscompact.org/ (resources on
community engagement for California higher education
institutions)
• National Service-Learning Clearinghouse
http://www.servicelearning.org/ (extensive resources on
variety of topics)
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References
• CDC/ATSDR Committee for Community Engagement
Accessed 2/19/14 at:
http://www.atsdr.cdc.gov/communityengagement/pdf
/PCE_Report_Chapter_1_SHEF.pdf
• Community Campus Partnerships for Health (CCPH)
https://ccph.memberclicks.net/principles-of-partnership
• UCSF’s Office of University Community Partnerships
http://partnerships.ucsf.edu/about-us/general-principles
Introduce Templates