| Description |
1 online resource (1 PDF file (xix, 190 pages)) : illustrations |
| Physical Medium |
polychrome |
| Description |
text file |
| Note |
Title from PDF title page. |
| Bibliography |
Includes bibliographical references. |
| Summary |
There is growing evidence from developed and developing countries that community-based approaches are effective in improving the health of individuals and populations. This is especially true when the social determinants of health are considered in the design of the community-based approach. With an aging population and an emphasis on health promotion, the United States is increasingly focusing on community-based health and health care. Preventing disease and promoting health calls for a holistic approach to health interventions that rely more heavily upon interprofessional collaborations. However, the financial and structural design of health professional education remains siloed and largely focused on academic health centers for training. Despite these challenges, there are good examples of interprofessional, community-based programs and curricula for educating health professionals. In May 2014, members of the Institute of Medicine's Global Forum on Innovation in Health Professional Education came together to substantively delve into issues affecting the scale-up and spread of health professional education in communities. Participants heard a wide variety of individual accounts from innovators about work they are undertaking and opportunities for education with communities. In presenting a variety of examples that range from student community service to computer modeling, the workshop aimed to stimulate discussions about how educators might better integrate education with practice in communities. Building Health Workforce Capacity Through Community-Based Health Professional Education summarizes the presentations and discussion of this event. |
| Funding |
This activity was supported by contracts between the Academic Consortium for Complementary and Alternative Health Care, the Academy of Nutrition and Dietetics, the Accreditation Council for Graduate Medical Education, the Aetna Foundation, the Alliance for Continuing Education in the Health Professions, the American Academy of Family Physicians, the American Academy of Nursing, the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Association of Nurse Anesthetists, the American Association of Nurse Practitioners, the American Board of Family Medicine, the American Board of Internal Medicine, the American College of Nurse-Midwives, the American Congress of Obstetricians and Gynecologists/American Board of Obstetrics and Gynecology, the American Council of Academic Physical Therapy, the American Dental Education Association, the American Medical Association, the American Occupational Therapy Association, the American Psychological Association, the American Society for Nutrition, the American Speech-Language-Hearing Association, the Association of American Medical Colleges, the Association of American Veterinary Medical Colleges, the Association of Schools and Colleges of Optometry, the Association of Schools and Programs of Public Health, the Association of Schools of the Allied Health Professions, the Atlantic Philanthropies, the China Medical Board, the Council of Academic Programs in Communication Sciences and Disorders, the Council on Social Work Education, Ghent University, the Josiah Macy Jr. Foundation, Kaiser Permanente, the National Academies of Practice, the National Association of Social Workers, the National Board for Certified Counselors, Inc. and Affiliates, the National League for Nursing, the National Organization of Associate Degree Nursing, the Physician Assistant Education Association, the Robert Wood Johnson Foundation, the Society for Simulation in Healthcare, the Uniformed Services University of the Health Sciences, the University of Toronto, and the Veterans Health Administration. The views presented in this publication do not necessarily reflect the views of the organizations or agencies that provided support for the activity. |
| Contents |
Summary: Understanding the community context of health -- Establishing a framework -- Skill sets and pedagogy -- Factors for spreading/scaling up innovations in community-based health professional education to practice -- Community-based, interprofessional, educational innovations -- Appendix A: Workshop Agenda -- Appendix B: Abstracts of the May 2, 2014, Webcast Session -- Appendix C: Abstracts of the May 1, 2014, Poster Session -- Appendix D: Summary of Updates from the Innovation Collaboratives -- Appendix E: Speaker Biographical Sketches -- Appendix F: The Bridging Leadership Framework. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Community health services -- United States -- Evaluation.
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Community health services. |
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United States. |
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Evaluation. |
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Community health services -- United States -- Organization and administration.
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Medical education -- Methods -- Congresses.
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Medical education. |
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Education, Medical. |
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Community Medicine. |
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Community Health Services -- organization & administration. |
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United States. |
| Genre/Form |
Congress.
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Electronic books.
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Technical reports.
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Technical reports.
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Conference papers and proceedings.
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Conference papers and proceedings.
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| Added Author |
Institute of Medicine (U.S.). Global Forum on Innovation in Health Professional Education, issuing body.
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Institute of Medicine (U.S.). Board on Global Health, issuing body.
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Scaling Up Best Practices in Community-Based Health Professional Education (Workshop) (2014 : Washington, D.C.)
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| Other Form: |
Print version: Building health workforce capacity through community-based health professional education. Washington, D.C. : National Academies Press, [2015] |
| ISBN |
9780309313889 |
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0309313880 |
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9780309313872 |
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0309313872 |
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