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首页> 外文期刊>Journal of public health management and practice: JPHMP >Public health, medicine, and dentistry as partners in community health: a pioneering initiative in interprofessional, practice-based education.
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Public health, medicine, and dentistry as partners in community health: a pioneering initiative in interprofessional, practice-based education.

机译：作为社区卫生合作伙伴的公共卫生，医学和牙科领域：跨专业，以实践为基础的教育的先驱倡议。

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CONTEXT: As public health challenges grow more complex, the call for professional education to be interprofessional, collaborative, and grounded in real world practice has intensified. OBJECTIVE: In this article, we describe the development, implementation, and results of one pioneering course at Boston University that aims to prepare public health, medical, and dental students for their combined roles in community health settings. SETTING AND PARTICIPANTS: The Schools of Public Health, Medicine, and Dental Medicine jointly offered the course in partnership with 3 community organizations. Participants include MPH, MD, and DMD candidates. INTERVENTION: The course design integrates the use of The Challenge Model in public health consultation techniques (eg, community-based participatory research, logic models, monitoring and evaluation). Teams of 6 to 8 medical and public health students collaborate with managers and staff of a community health center to address 1 organizational challenge and recommend a sustainability plan. RESULTS: Postcourse evaluations revealed that a cross-disciplinary, practice-based education model is feasible and can meet students' learning objectives and exceed expectations of community partners. We overcame formidable obstacles related to the "silo'ed" nature of academic institutions and the competing priorities within overburdened community organizations. We found that sustained project implementation was attained at some but not all sites, yet all sites highly valued the perspective and contribution of student teams. CONCLUSION: Dynamic and replicable, this practice-based education model is adaptable to professional schools whose work intersects in the real world and calls for collaborative leadership.
机译：背景：随着公共卫生挑战变得越来越复杂，对专业教育进行跨专业，协作和扎根于现实世界实践的呼声越来越高。目的：在本文中，我们描述了波士顿大学的一门开创性课程的开发，实施和成果，该课程旨在为公共卫生，医学和牙科专业的学生做好准备，以使其在社区卫生环境中发挥综合作用。地点和参与者：公共卫生，医学院和牙科医学学院与3个社区组织合作提供了该课程。参加者包括MPH，MD和DMD候选人。干预：课程设计将挑战模型的使用整合到公共卫生咨询技术中（例如，基于社区的参与性研究，逻辑模型，监控和评估）。由6至8名医学和公共卫生专业学生组成的团队与社区卫生中心的管理人员和员工合作，以应对1个组织挑战并提出可持续发展计划。结果：课后评估显示，基于实践的跨学科教育模型是可行的，可以满足学生的学习目标并超出社区合作伙伴的期望。我们克服了与学术机构的“孤立”性质以及负担沉重的社区组织内相互竞争的优先事项相关的巨大障碍。我们发现，某些地点（而非全部地点）实现了持续的项目实施，但是所有地点都高度重视学生团队的观点和贡献。结论：这种基于实践的教育模式具有动态性和可复制性，适用于工作在现实世界中相交并需要协作领导的专业学校。

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