Community-Engaged Learning: Getting the Most Mileage for your Milestones

Sunday, May 5, 2024

11:00 AM – 12:30 PM ET

Location: Metro Toronto Convention Centre: 604

CE: Live CME: 1.5

Leader(s)

Lauren Roth, MD (she/her/hers)

Assistant Professor of Pediatrics
Pediatrics
The Children's Hospital at Montefiore
Bronx, New York, United States

Slides

Co-Leader(s)

Leora Mogilner, MD

Associate Professor
Pediatrics
Icahn School of Medicine at Mount Sinai
New York, New York, United States
LG

Laurie Gordon, MA, MD

Associate Professor of Clinical Pediatrics
Weill Cornell Medicine
New York, New York, United States
SF

Suzanne Friedman, MD (she/her/hers)

Associate Professor of Pediatrics
Columbia University Vagelos College of Physicians and Surgeons
New York, New York, United States
Nancy Kelly, MD MPH (she/her/hers)

Professor of Pediatrics
Pediatrics
University of Texas Southwestern Medical School
Dallas, Texas, United States
Melissa Rubin, MD (she/her/hers)

Chief Resident
Columbia University Vagelos College of Physicians and Surgeons and NewYork-Presbyterian Morgan Stanley Children's Hospital
New York, New York, United States

Disclosure(s):

Lauren Roth, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Leora Mogilner, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Laurie Gordon, MA, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Suzanne Friedman, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Nancy R. Kelly, MD MPH: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Melissa Rubin, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Workshop

Description: Community-engaged learning provides an avenue to foster community partnerships with medical institutions, prepare learners to care for underserved communities, and deepen the understanding of how social and structural determinants of health can be addressed. Community-engaged learning (i.e. service learning, advocacy projects, site visits, or other community health related learning activities) can fulfill many of the assessment requirements in both undergraduate and graduate medical education (UME/GME) that are difficult to achieve in clinical settings alone. Accrediting bodies such as the ACGME and LCME have recently increased requirements to incorporate community engaged learning; however, programs still vary greatly in implementation. One of the greatest challenges is how best to assess learners, given that community service or advocacy projects often do not follow standardized guidelines and community leaders may not be trained in assessment techniques. In this collaborative and highly interactive workshop, we will explore the breadth of community-engaged work in medical education, comparing and contrasting opportunities and challenges associated with each, with a particular focus on learner assessment. We will explore various assessment methods, including reflective writing, workplace based assessment, 360 or multi-source assessment, and project reviews, using the ACGME milestones as our framework. This workshop is applicable whether you are starting a new course or rotation or have extensive experience with community-engaged learning. Participants will leave with an assessment plan customized for their institution’s and community’s needs to fulfill UME or GME learner assessment requirements.

Learning Objectives:

Describe the breadth of community-engaged work in medical education (i.e. service learning, advocacy projects, site visits to community based organizations, etc), comparing and contrasting their associated opportunities and challenges.
Analyze at least 3 different strategies for assessing learners participating in community-engaged learning.
Create an assessment plan customized for your institution’s and community’s needs to fulfill undergraduate or graduate medical education learner assessment requirements.