网范文：“The Building Partnerships Experience”这篇社会范文以下主要讨论了评价社区，提供了解学生BPP的经验。虽然一些挑战可预测,但也有很多很意想不到的成功,证明这些项目的潜在好处。下面的范文首先引用来自学生和机构定期的反馈,并说明主题的评论。医学教育工作者面临的挑战，英语论文范文，随着时间的推移,一些学生已经被热情取代了，来自学生的认识从实践经验中学习。
Abstract
The following discussion draws primarily on evaluations of Community Attachments to provide insight into students’ and organizations’ experiences of BPP. While some challenges have been rather predictable, there have been a number of quite unexpected successes that demonstrate the potential benefits of such programs. Selected quotes from students and agencies are from regular feedback forms (see below) and are illustrative of the themes in comments received.
Student Experiences
The challenges facing medical educators attempting to orient students towards the community are well documented.2 Initial questioning of the relevance of BPP activities and varying degrees of resistance to community learning by some students has been replaced over time by enthusiasm derived from students’ own realisation of the experiential learning offered. For example: I enjoyed my time at [the organization] and found it to be educational in many unexpected ways. I hope that the lessons I learned will translate into a more compassionate and aware medical practitioner. The learning curve during my time with [the organization] has been very steep, very humbling and very positive. For me, it rammed home that with every disease there is also a person who needs to be treated, respected and listened to as a human being.
Students have pointed to the extent to which their community work has challenged their previously held views and enabled them to gain knowledge and confidence in a particular area or to identify areas of interest they previously had not considered: Prior to my community attachment, I did not realize that unplanned pregnancies were a common occurrence, and I am only beginning to acknowledge the type of problems faced by women in such circumstances.
Attachments with organizations in the disability area are of particular value for many students. Students who previously had been unsure how to interact with people with severe disabilities, and had consequently avoided doing so, have found working with clients with disabilities and their care providers invaluable in allaying their anxieties: My most rewarding experience was to feed a patient his lunch on Wednesdays… I was quite alarmed when asked to do it, fearing a mess, fearing that I would somehow convey an apprehension and uneasiness to the patient and make them feel bad, fearing that the patient might choke or vomit, fearing that I would not feed in a correct manner and annoy the patient. But I didn’t. All went well, with minimal mess and a thank you at the end. It made me feel so good. To be honest, it was probably the first tangible difference I had made in someone’s life in my medical career to date …
Organization Experiences The level of enthusiasm, support and commitment from community agencies has been enormous and unflagging. From a handful of organizations in the initial planning phases, around 100 are now involved in BPP. Agencies are recruited and supported in their role as “community educators” by a project officer. Many organizations also now act as “program advocates”. Presently, word of mouth is a major source of recruitment with regular requests from various types of organizations wishing to be involved.
The active involvement of the organizations in BPP development, implementation and evaluation has been a crucial element of its success, as has been the establishment of information exchange mechanisms. These include detailed guidelines to support organizations in their role and containing answers to frequently asked questions; a quarterly newsletter; a dedicated website; an annual discussion forum; and regular meetings of an advisory group with organization, student and faculty representation. Providing clear information about BPP goals and philosophy and maintaining ongoing contact with participating organizations is critical in terms of both their continuing involvement and support, and the quality of student learning experiences. Occasionally, organizations have had difficulty in applying BPP aims and underlying concepts.
In several instances, for example, organizations have been overly prescriptive in the student’s learning experience or have held unrealistic expectations about the student’s role and what might be achieved during the attachment. Though infrequent, such difficulties have highlighted the importance of timely feedback from both organizations and students in order to troubleshoot where necessary. The enthusiasm of organizations is fueled largely by the belief that their involvement in medical education will help to shape the knowledge, skills and attitudes of future doctors.
In particular, they consis-tently highlight anticipated long-term benefits in the form of doctors’ heightened awareness of the value of working with community agencies to enhance patient care and of the specific needs of particular client groups: I believe it is essential that medical students are informed of what community support is available to their patients. I believe this is a positive [program] that will enhance a more holistic approach to patient care. The ability to educate our doctors of the future with “hands on” experience, and for the students to “get to know” the client, not just recognize the disability. We hope this involvement will give medical students an insight and understanding of the patients’ long-term needs. The medical students learned a great deal from the group and we in turn felt privileged to be a part of their learning and awareness about support groups.
Conclusion
To date, our main emphasis has been on establishing appropriate educational strategies and efficient administrative functioning. Developing effective electronic registration processes via a website that also serves to communicate with students and organizations has been particularly important in streamlining the program’s administration. The focus now needs to turn toward developing a broader research agenda. The overall BPP objectives invite the evaluation of longer-term outcomes.
For example, does exposure to patients/clients through community organization attachments increase students’ confidence in working with people with challenging conditions (e.g.. severe disability, chronic illness)? To what extent do changes in student attitudes observed following a community attachment extend into futuremedical practice? Are students who complete an attachment in the community more likely to engage in collaborative models of patient care? These questions require systematic and longitudinal investigation in order to expand the evidence base for communityfocused medical education. We hope our experiences will encourage and assist others in developing community based learning programs and, ultimately, help to ensure that future doctors are equipped to respond to the health needs of the communities they serve.
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