Novel Training Program for Health Science Graduate Students Improves Interprofessional and Community Engagement Competencies.

BACKGROUND: An interprofessional elective using a student-run clinic can introduce students to professional roles, collaborative patient care, and health disparities. METHODS AND FINDINGS: Students from four professions (pharmacy, medicine, physician assistant, and physical therapy) participated in a service-learning elective where they received weekly didactic lectures and provided healthcare in a student-run free clinic. Additional interprofessional activities included a quality improvement project and a case presentation. Students were administered anonymous surveys before and after the elective to assess changes in their attitudes toward interprofessional teamwork. A total of 93 and 74 students completed the pre-survey and post-survey, respectively. After participating in the elective, significantly more students reported working in interprofessional teams and understood the role of physician assistants. The majority of other attitudes about interprofessional collaboration and professional roles were sustained or improved after the elective. CONCLUSION: An interprofessional service-learning elective using didactic and experiential learning in an interprofessional, student-run free clinic sustained or improved student attitudes toward interprofessional teamwork. The elective had a significant impact on increased student experience working in interprofessional healthcare teams and increased understanding of health professions' roles. Continued assessment of the impact on student behaviours and patient outcomes is warranted.

Background: Student-run free clinics (SRFCs) play a crucial role in providing preventive healthcare and addressing disparities, especially in underserved communities. However, dermatologic care remains largely unavailable in SRFCs. This review examines the need for dermatology-centered SRFCs, evaluates current literature, and suggests ways to enhance dermatologic access for underserved populations, focusing on Camden County, New Jersey. Methods: A comprehensive literature review was conducted using PubMed, Embase, Cochrane, and Google Scholar databases to identify studies on dermatologic services in SRFCs and barriers to care, particularly for minority and uninsured populations. Results: The review identified limited availability of dermatologic services in SRFCs, with only a few successfully integrating dermatology clinics. Partnerships between SRFCs and dermatology departments have shown positive outcomes, such as reduced wait times, improved access to care for conditions like acne and skin cancers, and better early disease detection. Challenges include logistical barriers, financial limitations, and limited provider availability, with minority and uninsured patients most affected. Conclusion: The findings highlight an unmet need for dermatologic care within SRFCs. Collaborations between SRFCs and dermatology departments offer promise in improving care access and outcomes, enhancing medical education, and fostering community engagement. Establishing dermatology-focused SRFCs could address healthcare disparities and boost dermatologic health literacy in underserved communities. Further research is needed to assess the long-term impact of these initiatives on health outcomes.

ABSTRACTMany health profession schools have student-run free clinics (SRFCs), but their educational relevance has not been well studied. The aim of this study was to evaluate the learning experiences and skills developed among interprofessional healthcare students at an SRFC serving marginalised populations, in order to provide data for ongoing programme improvement and recommendations for other SRFCs based on lessons learned. Under 1:1 supervision with a preceptor, interprofessional students completed three clinical shifts at an SRFC and attended a reflection session. A total of 101 out of 105 participants answered semi-structured pre- and post-programme surveys (response rate: 96%). Descriptive statistics and descriptive thematic analyses were used for quantitative and qualitative data, respectively. Numerous skills derived from learning objectives common to many healthcare professions were addressed while participating at the SRFC. Valued programme elements included working with and learning about inner city populations in an interprofessional care model. Interprofessional SRFCs encourage student learning about resources for inner city populations and interprofessional collaboration while providing an opportunity to develop skills related to the formal curriculum. This may provide a workable strategy to address an interprofessional education gap in the healthcare professional curriculum.

IntroductionCommunity-based student-run free clinics (SRCs) can advance health on a community level by reaching populations not served by other organizations and serving as an access point to the healthcare system. However, little is known about the scope of community-engaged efforts undertaken by SRCs, including interorganizational partnerships and relationship-building activities. The primary objective of this study was to characterize the community collaborations of an interprofessional SRC located in a high-poverty area.MethodsQualitative data was collected through semi-structured interviews with key stakeholders, which included student volunteers holding leadership roles, representatives of community-based organizations, and current and former members of the community advisory board.ResultsKey informant interviews with student and community leaders offered insight into local community outreach activities and the community advisory board. Findings revealed opportunities to impact community health through more intentional collaboration and relationship-building.ConclusionsThis exploratory study adds to literature suggesting that community-based SRCs can address service gaps in medically underserved communities while advancing community health through intentional community engagement.

The increasing moral challenges facing organizations flag the significance of ethical leadership. Despite the significance of promoting moral behavior, the existing literature has scarcely looked at ethical leadership in small and medium enterprises (SMEs) and studied its outcomes beyond the organization. Therefore, this study investigated the relationship between ethical leadership and community engagement moderated by the treatment of SMEs as suppliers and customers. The study argues that ethical leadership is important in helping SMEs execute community engagement activities, but that this depends on external factors. When entrepreneurs are treated unfairly by the powerful larger corporates, they will not be able to execute their activities. We conducted a quantitative study to answer the research objective and test the hypotheses. The final sample consisted of 276 participants, and the data were analyzed by using multiple hierarchical regression. The study found that ethical leadership predicted community engagement. However, the moderating role of the treatment of SMEs as suppliers and buyers on the role of ethical leadership and community engagement was not significant. The study provides insights on ethical leadership in the context of community engagement and buyer–supplier relationships. Also, the study shows that SMEs continue practicing ethical leadership and community engagement, regardless of how they are treated as suppliers and buyers by large companies, alluding to the importance of ethical leadership. Lastly, the study provides insights into the interactions between leadership and community engagement in the context of buyer–supplier power asymmetry.

OBJECTIVES/SPECIFIC AIMS: Community engagement is a commonly used term, but is complex in both meaning and application. In order to help academic institutions and administrators develop infrastructure to promote and support community engagement and to help investigators work productively with communities, this analysis discusses the major components of community engagement in research on both the institutional and individual project levels as well as the interplay between them. METHODS/STUDY POPULATION: A literature synthesis conducted by a community engagement in research committee at 1 CTSA institution that examined the myriad factors related to effective community engagement in research identified across multiple disciplines was used to distill the major factors identified, assesses the interplay of the identified factors, and produce a conceptual model to help administrators and investigators apply best practices in engaging communities in clinical and translational research. RESULTS/ANTICIPATED RESULTS: This work takes a concept—community engagement in research—that is often stated and discussed, but is highly complex and challenging to implement—and identifies and discusses the multiple, interrelated factors germane to it. The model illustrates that while community engagement in research is implemented in the context of individual projects, a deep and continual interplay between individual projects and the goals, capacity, and policies of research institutions is needed for rigorous, ethical, and effective community engagement. DISCUSSION/SIGNIFICANCE OF IMPACT: Results are presented through a conceptual framework which displays the major components needed for rigorous, ethical, and effective community engagement in clinical and translational research. In addition, the conceptual framework presented will provide assistance to those developing approaches to measure and evaluate institutional readiness for community engagement in research as well as the effectiveness of individual community engagement efforts.

Student-run free clinics are increasingly seen as a way for students in health professions to have early authentic exposures to providing care to marginalized populations, often in the context of interprofessional teams. However, few studies characterize what and how students may learn from volunteering at a student-run free clinic. We aimed to examine shifts in attitude or practice that volunteers report after completing a placement at an interprofessional student-run clinic in Toronto, Ontario, Canada. Transcripts from semi-structured reflective focus groups were analyzed in an exploratory thematic manner and from the perspective of transformative learning theory. Volunteers reported attitude shifts toward greater self-awareness of assumptions, recognition of the need for systemic interventions, and seeing themselves as learning and contributing meaningfully in a team even without direct-client contact. Practice shifts emerged of individualizing assessment and treatment of patients as well as increased comfort working in interprofessional teams. Attitude and practice shifts were facilitated by authentic interactions with individuals from marginalized populations, taking a patient-centered approach, and an interprofessional context. Interprofessional student-run free clinics are suited to triggering disorienting dilemmas that set the stage for transformative learning, particularly when volunteers are guided to reflect.

Title: Validating the Utility of Standard Operating Procedures In a Student-Run Free Clinic Background: Student-Run Free Clinics are common at medical schools across the country. These clinics face unique challenges with continuity due to annual changes in leadership. In this pilot study, we aimed to stabilize the leader transition process by creating standard operating procedures (SOPs) for each position in the MedZou Specialty Clinic. Methods: MedZou Specialty Clinic SOPs for 2021 and 2022 were assessed via survey. Participants rated quality of SOPs and their self-assessed preparedness. All ratings were measured on a scale from 1 to 5, with 1 representing the lowest quality or least prepared and 5 representing the highest quality or most prepared. An optional free-response was also included. Results: In 2021, only 7 of 11 student leaders received a SOP during training. Upon study completion in 2022, all 11 incoming student leaders received a SOP. There was an observed increase in average quality (P<.001) and self-assessed preparedness (P= .006) between cohorts. Conclusion: Providing SOPs during the MedZou training period correlated with increased satisfaction and confidence in incoming student leaders. Implementation of SOPs for all MedZou clinics may be helpful for creating smooth transitions for future leaders.

It is increasingly evident that patient health outcomes are improved when they are treated by an effective interdisciplinary healthcare team. Many also endorse that learning to function collaboratively in interdisciplinary settings should start at the onset of one’s medical education. Student-run free clinics, such as the University of Central Florida College of Medicine’s (UCF COM) KNIGHTS (Keeping Neighbors In Good Health Through Service) Clinic, provide opportunities for students to work in concert with other healthcare professionals. This study aimed to discern whether volunteering in this setting had a positive impact on medical students’ perception of working within an interdisciplinary team. A single survey was distributed via Qualtrics to all first and second-year medical students (N = 248) at the UCF COM. The items of interest examined in this study were part of a larger study described elsewhere. The mean responses on a 5-point Likert-like scale to these survey items were recorded and compared between two cohorts: KNIGHTS volunteers and non-volunteers. One hundred twenty-three (49.6%) students responded to the survey and most items showed no statistically significant difference between the two groups (p-value > 0.05). However, there were a few items of interest that did show a significant difference. These included KNIGHTS volunteers being much more likely to have worked with other healthcare professionals (p < 0.001) as well as believing themselves to have a better understanding of the role of medicine within an interprofessional team (p = 0.016). Additionally, KNIGHTS volunteers were more likely to feel like they understood the role of patient education (p = 0.031) and pharmacy (p = 0.040) within an interprofessional team. Interestingly, KNIGHTS volunteers were also more likely to believe that problem-solving skills should be learned with students within their own discipline (p = 0.009) as well as that there is little overlap between the roles of medical students and students from other healthcare disciplines (p = 0.044). Still, overall results showed that both volunteers and non-volunteers had an overall positive perception of interdisciplinary teams and working with other healthcare professionals.

**Abstract** This study explores the efficacy of training programs aimed at promoting cultural humility and lifelong learning among healthcare professionals, focusing on the context of Avicenna Community Health Center, a free clinic serving uninsured or underinsured adults in Champaign, IL. Specifically, it investigates the impact of H.E.A.L.E.R.© training on student volunteers and the effectiveness of storytelling as a pedagogic approach in continuing education for healthcare professionals. The H.E.A.L.E.R.© training, led by Drs. Michelle Mao and Terán-García, is a mandated program for Avicenna volunteers, comprising activities such as self-identity exploration and case studies. Additionally, the study examines the role of storytelling in engaging staff nurses in continuing education, citing evidence that storytelling is more effective than traditional methods in fostering positive attitudes toward professional development among nurses. Through thematic analysis of interview data from 10 participants, several key themes emerge. Firstly, the training and clinical experiences encourage self-reflection and awareness of biases among volunteers. Secondly, effective communication, particularly with non-English-speaking populations, is emphasized, emphasizing the importance of avoiding assumptions and judgments. Thirdly, the clinic's holistic approach to healthcare, including case management and lifestyle medicine, underscores the commitment to equity and equality in patient care. Finally, storytelling emerges as a powerful tool for fostering understanding and trust among healthcare professionals and patients alike. Recommendations for future trainings include diversifying continuing education opportunities on cultural humility and incorporating interactive activities like storytelling and implicit bias exercises. However, the study acknowledges limitations inherent in qualitative research methods, such as small sample size and potential biases in participant responses. Looking ahead, the study suggests expanding H.E.A.L.E.R.© training to other student-run free clinics and programs serving underrepresented groups, with the aim of further promoting cultural humility and enhancing the quality of care provided to marginalized communities.

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

Student-run free clinics are primary care clinics committed to providing medical care to uninsured or underinsured individuals. The HAVEN Free Clinic has a department dedicated to mental health called the Behavioral Health Department (BHD). Volunteers include undergraduates and health professional graduate students from the schools of Medicine, Nursing, and Public Health, as well as the Physician Associate Program. Licensed faculty supervise students in conducting screenings, providing psychoeducation, and facilitating referrals; volunteers also participate in didactic sessions and weekly case discussions. This brief report presents the reported experiences and perceived impact among a group of student volunteers. Study participants (n = 30) comprised current and former student volunteers who completed a mixed-methods survey. The surveys were collected retrospectively and gathered quantitative and qualitative data to understand the perceived personal and professional impact associated with volunteering in a behavioral health department at a student-run free clinic. Survey results revealed that volunteering improved students' cultural awareness, confidence initiating referrals, and comfort recognizing emotional distress. There was also improved consciousness surrounding systemic issues (e.g., inadequate access to health insurance) affecting mental health and greater intention to pursue careers that include care to the medically underserved. Limitations include the limited number of respondents and non-behavioral outcomes for patients and students. This study suggests that exposure to a medically underserved immigrant patient population in a student-run free clinic and volunteering in BHD to provide mental health support contributed to students' development as culturally informed future healthcare professionals.

Evaluating interprofessional socialization: Matched student self-assessments surrounding underserved clinic participation

Reviewed by: A Day in the Life of a College Student Leader Julie E. Owen A Day in the Life of a College Student Leader. Sarah M. MarshallAnne M. Hornak. Sterling, VA: Stylus Publishing, 2008, 211 pages, $24.95 (softcover) Politics. Divided loyalties. Ethical dilemmas. Peer Conflicts. Supervisory Issues. These are just a few of the complexities student leaders must navigate in their daily lives on college campuses. In order to better prepare students to constructively engage in such experiences, Sarah Marshall and Anne Hornak’s book A Day in the Life of a College Student Leader offers a litany of case studies designed to generate meaningful dialogue and critical analysis of realistic campus-based student experiences with leadership. Informed by interviews with over one-hundred undergraduate student leaders and eleven student affairs administrators about real-life leadership dilemmas, these case studies reflect compelling contemporary issues on college campuses and offer provocative questions for reflection and discussion. A Day in the Life was designed for use by faculty in classroom-based discussions of leadership as well as for student affairs professionals training student leaders in diverse functional roles and contexts. Citing the need of many educators to craft meaningful learning experiences for students, authors Marshall and Hornak promote case studies as an opportunity for students to actively construct and co-construct knowledge that has direct application to their own experiences. The authors wisely commence the book with detailed suggestions for effective use of case studies by faculty or administrators to inform student leadership training, education, and development. They also recommend facilitators themselves develop an informed perspective about their own campus culture, policies and [End Page 135] procedures, before offering guidance to students about navigating these environments. Finally, and perhaps the most overlooked and challenging recommendation, the authors’ suggest that facilitators strive to “model appropriate behavior for students” and “recognize the influence that your behavior has on the impressionable minds of students” (p. 5). Chapter 1 offers guidance to how to use cases for writing assignments, role plays, large group discussions, small break-out groups, and one-on-one conversations. The authors detail ways cases may be utilized in one-time training or on an on-going basis, such as at the beginning of each meeting of a particular student group. In chapter 2, the authors make a strong case for incorporating student development theory in case analysis. They explain: “The theories associated with college students and their development give us the scaffolding to explain these behaviors as we train leaders and develop programs to facilitate their success” (p. 7). A detailed example is offered that depicts how a case can be discussed in the absence of student development theory, and then demonstrates how case analysis and synthesis become more complex when intentionally informed by theories such as Astin’s Theory of Involvement (1984), psychosocial theories, theories of cognitive development, and leadership scholarship. While the book does not enumerate which developmental theories are most appropriate for each case, the authors acknowledge “it is ethically appropriate to ground these discussions in a theoretical framework balanced with the appreciation that all students are individuals” (p. 15). The ensuing chapters of the book (chapters 3 through 11) offer a wide variety of cases organized by functional area. Contexts addressed include: residence life, student government, Greek life, minority/underrepresented groups, orientation/welcome week, activities/programming board, honorary/academic/professional associations, service learning and community engagement, and general leadership cases. Cases presented are realistic across multiple types of institutions, and indeed were informed by interviews at a diverse array of schools. In addition, while some cases focus on just one functional area (such as residence life or orientation) others span multiple areas and address campus wide inputs and consequences. Cases also vary in length and amount of contextual detail provided, making them suitable for a wide variety of training and classroom environments. A helpful chart is provided as part of the book’s front matter that details which cases address particular dilemma areas for student leaders. The book concludes with a chapter of advice for student leaders gleaned as part of the authors’ interviews with experienced student leaders. This volume clearly addresses a gap in the...

IntroductionAchieving effective community engagement has been an objective of U.S. National Institutes of Health-funded HIV research efforts, including participation of persons with HIV. Community Advisory Boards (CABs) have remained the predominant model for community engagement since their creation in 1989. As HIV cure-directed research efforts have grown into larger academic-industry partnerships directing resources toward both basic and clinical research under the Martin Delaney Collaboratories (MDC), community input models have also evolved. The BEAT-HIV MDC Collaboratory, based at The Wistar Institute in Philadelphia, United States, implemented a three-part model for community engagement that has shown success in providing greater impact for community engagement across basic, biomedical, and social sciences research efforts.DiscussionIn this paper, we review the case study of the formation of the BEAT-HIV Community Engagement Group (CEG) model, starting with the historical partnership between The Wistar Institute as a basic research center and Philadelphia FIGHT as a not-for-profit community-based organization (CBO), and culminating with the growth of community engagement under the BEAT-HIV MDC. Second, we present the impact of a cooperative structure including a Community Advisory Board (CAB), CBO, and researchers through the BEAT-HIV CEG model, and highlight collaborative projects that demonstrate the potential strengths, challenges, and opportunities of this model. We also describe challenges and future opportunities for the use of the CEG model.ConclusionsOur CEG model integrating a CBO, CAB and scientists could help move us towards the goal of effective, equitable and ethical engagement in HIV cure-directed research. In sharing our lessons learned, challenges and growing pains, we contribute to the science of community engagement into biomedical research efforts with an emphasis on HIV cure-directed research. Our documented experience with implementing the CEG supports greater discussion and independent implementation efforts for this model to engage communities into working teams in a way we find a meaningful, ethical, and sustainable model in support of basic, clinical/biomedical, social sciences and ethics research.