1. Community Project Overview 2015-2016
Heather A. Archer-Dyer, MPH, CHES
Director of Community Health Outreach
Department of Family & Social Medicine

2. Rationale for Community
Projects
The Family Medicine faculty believes that all physicians, regardless of specialty choice, have a responsibility to contribute to improving the health of the communities in which they live and work.
The Bronx with its multi-ethnic and disproportionately indigent population, disparities in health outcomes, and a shortage of physicians, the Bronx has a special need for primary care physicians who are trained to care for underserved, multiethnic populations with complex biopsychosocial needs.

3. Purpose of the Community Project
Using principles of service learning, students will contribute to community organizations, and learn about social factors that influence individual, family, and community health.

4. Goal of the Community Project
During the family medicine clerkship, students will develop knowledge, skills, and attitudes related to the individual, familial, community, and societal aspects of health.

5. Objectives
Demonstrate written and verbal communication skills with patients (individual and in groups), peers, community partners, and faculty.
Implement and evaluate evidence-based community-oriented health interventions.
Identify and recommend available community assets and resources to improve the health of individuals, families, and communities.
Discuss the role of socioeconomic, environmental, cultural, and other population-level determinants on health status.
Demonstrate team skills in learning and service contexts.
BY the end of the clerkship, students will be able to:

6. Longitudinal Structure
For academic year we piloted a longitudinal project structure that can be passed from one rotation to the next.
We are not able to change the students’ schedule or increase their time at the sites, we developed the longitudinal structure to capitalize on the short amount of time that students currently have at the site.
The new structure fosters deeper engagement but poses challenges in the transitions between rotations.
Project time is scheduled all day the first Tuesday, followed by 3 Tuesday(s) and 2 Friday(s) afternoons
Students work in teams of 3-5 students
Projects are focused on a community health problem identified by faculty and the community site
Students focus on resolving implementation and evaluation challenges
At the conclusion of the clerkship, students develop a hand-off report
This academic year we are piloting a longitudinal project structure! We are not able to change your schedule or increase your time at the site so we have created a longitudinal project so that we can maximize the short amount of time that you currently do have at the site.
The project cycle proceeds through the phases outlined here. Each clerkship rotation may involve only one or two phases, as the project is passed along throughout the year.

7. Schedule Activity Time Day Location
Meetings with Director of Community Health Outreach
Varies
Orientation
First Tuesday
Third Tuesday
Einstein
Project Site
Training Session
Afternoon
Project Work
1-5pm
2 Tuesdays
2 Fridays
Weekly Check-Ins with Site Advisor
15 minutes in the afternoon
Tuesday or Friday
Student Lead Bus Tour
1-4pm
Fourth Tuesday
Project Sites

8. Assignments Formative / Summative Individual / Group Timing
Self-Reflection
Formative
Individual
Orientation
Wrap-Up
Training: Cultural Competency
Health Literacy
Implementation
Evaluation
Group
First Tuesday of rotation
Minutes of weekly meeting with site advisor
Varies
Hand-off
Summative
End of Rotation

9. Weekly Meeting with Site Advisor
All teams are required to schedule a minute weekly check-in with the Site Advisor.
The check-in is a semi-structured activity.
Team is required to take notes at the meeting and post them to eMED.
Minutes will be used for evaluation of team.

10. Weekly Meeting Structure
What are the social determinants (SD) affecting the health of the target population?
How is selected/assigned SD affecting the target population in this site?
What are the available community resources?
Are there any project implementation issues?
What strategies/resources that have been identified to address issues?
What is the status of evaluation activities?

11. Hand-Off Document Purpose:
Summarize progress on the project over the course of the rotation
Provide a clear starting point for the next rotation
Format: 1-2 page summary Word document, posted to eMED (Assignments)
Content:
Component
Expectation
Process Map
Construct a flowchart
Objectives
Generate specific, measurable objectives
Roles
Delineate roles for team members
Social Context
Discuss social determinants of health
Resources (Inputs)
Identify relevant resources
Activities (Outputs)
Describe activities
Issues
Outline past, current, and/or predicted future issues
Implications
Summarize implications
References
Select references

12. Characteristics of Objectives: "SMART + C"
Specific
Measurable
Achievable
Relevant
Timed
Challenging
Slide taken from Community Toolbox CommunityHeallth.ku.edu

13. Objectives: The how much of what will be accomplished by when
Examples:
By 2005, increase by 40% the number of adults who report caring activities with a child not their own.
By 2015, decrease by 25% the number of reported cases of child abuse and neglect.
Slide taken from Community Toolbox CommunityHeallth.ku.edu

14. Evaluation of Students
Site advisor evaluates student teams (5%)
Based on check-ins / meeting minutes
Weighted toward communication & finding / using community resources
Faculty (2) evaluate hand-off document (15%)
Weighted towards analytic methods & discussion of population-level determinants of health
Future: students evaluate team members

15. Evaluation Compared to Objectives
Site Advisor
Hand- Off
Demonstrate written and verbal communication skills with patients (individual and in groups), peers, community partners, and faculty. X
Implement and evaluate evidence-based community-oriented health interventions.
Identify and recommend available community assets and resources to improve the health of individuals, families, and communities.
Discuss the role of socioeconomic, environmental, cultural, and other population-level determinants on health status.
Demonstrate team skills in learning and service contexts.

16. Evidence Based Programs

17. Personal Reflection
Find the initial reflection link for your site on the project overview page.
Take 5 minutes to complete the reflection online. Your classmates will not be able to view your reflection.

19. Thank
You!