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Inspiring Residents to Work ‘Upstream’
Educating for Health AdvocacyDr Farah M Shroff, PhD and Dr Shafik Dharamsi, PhD
Medical Education Monthly RoundsApril 7, 2010
FDIG To create an educational primer on Health
Advocacy (HA) for post-graduate medical educators
Background on HA New concept for medical educators Limited literature
Barriers to HA Lack of formal
recognition
Lack of monetary rewards
Lack of time
Definitions of HA Vary widely Individual patient advocacy Political lobbying Working abroad
If HA were within the educational system, how would it be defined?
Health Advocate Study Interviews of Health Advocates - residents,
practising physicians and medical educators
Qualitative methodology Purposive sampling Questions: Who or what made HA an active
part of their professional lives? Analysis of full transcripts
What Inspires Engagement in HA? Sources of Inspiration:
Family, Travels, Mentors
Community of like-minded peer
Community or volunteer work prior to medical school
Not education in medical school nor residency
Mentoring Some students and residents were
inspired by classroom educators
Exception, not the norm
Not all students were exposed to these mentors
Encouraging HA in Medical School Focusing on medical school opportunities
to foster HA may be fruitful CHIUS DPAS
Can we do more?
HA in Formal Curriculum Should this be a subject that is taught?
Health advocates exist worldwide Professionalization may undermine HA
If HA is taught, what will this look like?
Creating An Environment for HA
Creating an enabling and nurturing environment prior to and during residency training is necessary to sustain the desire to engage in health advocacy
Overview of eBooklet Literature review of HA Profiles of HA champions Pedagogical tools Resources Referrals
Production eBooklet Written feedback from medical educators Feedback from focus groups Launch event in fall 2010—all welcome!
SOTL Conduct a study on
the educational impact of the ebooklet on medical educators
What do you know about HA?
Suggestions?
We welcome your input and suggestions for how to improve this pedagogical primer for UBC medical educators
THANK YOU!!