网范文：“ Approach to Community-Based Learning” 在昆士兰大学的合作项目,澳大利亚寻求解决方式，为社会科学的学习，通过与各种各样的社区合作机构,这篇社会范文介绍的项目提供给学生机会，获得对健康和疾病的临床探讨，这对医生来说是双重挑战，英语毕业论文，通过有组织的学习活动,包括家庭访问,社区机构访问。学生了解第一手的社会心理作用健康资料，英语论文，和人们如何管理日常的健康问题。对于社区机构和他们未来的医生如何与之合作。
这样他们也有了更加深入的了解，以提高病人护理。这个项目的主要目标,从学生和社区机构的角度,考虑区域进一步发展。认为医学教育需要扮演未来的医生的角色，并纳入社会和临床医学方面并不新鲜。下面的范文进行详述。
Abstract
The Building Partnerships Program at the University of Queensland, Australia seeks to address the dual challenge of preparing doctors who are responsive to the community while providing a meaningful context for social sciences learning. Through partnerships with a diverse range of community agencies, the program offers students opportunities to gain non-clinical perspectives on health and illness through structured learning activities including: family visits; community agency visits and attachments; and interview training. Students learn first-hand about psychosocial influences on health and how people manage health problems on a day-to-day basis. They also gain insights into the work of community agencies and how they as future doctors might work in partnership with them to enhance patient care. We outline the main components of the program, identify challenges and successes from student and community agency perspectives, and consider areas that invite further development.
Key Words: Self-Help Groups; Organizations, Non-profit; Primary Health Care; Education, Medical, Undergraduate
Introduction
The view that medical education needs to equip future doctors for a role that incorporates both the social and clinical aspects of medicine is not new. More than three decades ago, Todd1 emphasized the value of social and community medicine in bridging the two. Such thinking explicitly acknowledged the value of social sciences in medical curricula and helped pave the way for the introduction of social sciences courses in medical schools throughout the world. Social, demographic, economic and technological forces have since produced dramatic changes in the health care landscape. More than ever, community-focused and team-based approaches that build on understanding of the psychosocial dimensions of health and health care are seen as essential to effective medical practice. 2-4
In Australia, recent policy initiatives (namely, the Enhanced Primary Care package) include funding arrangements that formally endorse such approaches and encourage doctors to collaborate with community agencies without the financial barriers of the past. Despite evidence of improved outcomes for primary care patients referred to community organizations, 5 referral paths to the community sector tend to be poorly developed and collaborative links with medical care providers largely unrealised. 6-7 Medical educators need to prepare future doctors to view patients with reference to their wider community and to work in partnership with the community sector. However, teaching concepts and knowledge relevant to the community perspective has long been considered a challenge. 2,8 Social scientists involved in medical education need to provide a meaningful context for the acquisition of relevant skills in a way that brings to life their discipline’s main concepts and provides tangible evidence of their relevance to medical practice. Increasingly medical schools have begun to introduce to their curricula courses and programs that enable students to gain practical experience in the community. 9-11
This describes a program of communitybased learning for medical students at the University of Queensland, Australia. We outline the rationale and key components of the program, describe challenges and successes encountered, and consider future directions. In terms of its scale and scope, the program is unique in Australia. We hope our experiences may be useful to others developing similar initiatives.
The Building Partnerships Program (BPP) The BPP is based on the premise that much health care takes place in the community and beyond clinical settings. Community agencies, such as selfhelp groups and other non-profit organizations concerned with chronic illness, disability and various other health issues, make a substantial contribution to that care and offer a unique but largely untapped learning resource for medical students. They provide opportunities for students to gain first-hand insights into people’s day-to-day management of health problems, as well as an enhanced appreciation of the range of factors that influence the health and wellbeing of clients, their families and carers. They are also ideal venues for learning about multidisciplinary teamwork and collaborative models of care. Additionally, these non-clinical settings enable students to gain exposure to modes of practice that derive from a social model of health, thus providing a contrast with the more familiar biomedical model.
The participating organizations represent a diverse range of agencies involved in various non-clinical activities including support of people with disability * The medical program is a four-year course for graduate students that emphasizes problem-based and self-directed learning. The program is made up of a foundations year, a second year of preparation for clinical practice, and nine core clinical rotations over the 3rd and 4th years. or chronic illness, self-help, crisis intervention, and community development. The BPP consists of an incremental, coordinated series of activities through which students progress during their four-year medical course. The activities are discrete, but integrated so as to build upon previous experiences. There is a natural progression through observation and learning to practice, with an emphasis on immersion in community rather than hospital or other clinical settings. The BPP consists of four main learning activities (community agency visits; family visit; practice interviews; community agency attachment) that are supported by classroom based teaching sessions and web-based resources.
Annually, the BPP coordinates learning activities for around 480 medical students in partnership with more than 100 community organizations and 120 individual community members. The program is delivered by the School of Population Health in the University of Queensland’s Faculty of Health Sciences with funding from the School of Medicine. A half-time senior project officer is responsible for the overall coordination of the various learning activities, including liaison with students and organizations. A senior faculty member oversees the program and is responsible for curriculum development and review and, with the assistance of a junior faculty member, the delivery of course material. Administrative support, including assistance with newsletters, mail outs, and computer support, including web-site maintenance, is provided on an as-needed basis. Students engaged in community attachments endorsed by the University are covered by its Public Liability insurance policy.
Discussion
Where to From Here Despite the enthusiastic response we have received from students and organizations, there is a continuing critical challenge to gain mainstream support and faculty level acceptance for the BPP. Faculty support has been encouraging, and has increased as we have been able to demonstrate student support, but it is clear that ongoing effort is necessary to maintain the BPP as an integral part of the medical program. This challenge is closely related to wider issues pertaining to the role and valuing of social sciences in medical education. Having developed trust and mutually beneficial working relationships with many community organizations, the ongoing viability of the program requires sustained outcomes that are in keeping with the underlying principle of mutual benefit.
To a large extent, this relates to attracting ongoing and specific funding, along with recognition and valuing of program ideals and outcomes. The participating community agencies are already among the most underresourced organizations in the health system and their contributions to care frequently go unrecognized. Programs such as BPP need to be properly resourced so that agencies can be adequately supported in their efforts for medical education to ensure those contributions are not similarly under-valued. Identifying potential external funding opportunities is an increasing focus for the program.()
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