Educating Health Professionals to Address the Social Determinants of Mental Health Proceedings of a Workshop (2020) / Chapter Skim
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4 Experiential Learning In and Out of the Classroom
4 Experiential Learning In and Out of the Classroom
Pages 35-46
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From page 35... ...
(Jennings-Bey) • The students all agreed that community- and project-based classes were preferable to traditional classes but that not all students are passionate about the same things, so schools should offer varying levels of engagement and the ability to choose projects that meet students' interests.
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From page 36... ...
Experiential learning -- in which students and faculty engage and interact with community members as teachers -- is essential for learning about the social determinants and about a health professional's role in addressing them in practice. Zohray Talib, senior associate dean for academic affairs and chair of medical education at the California University of Science and Medicine, opened the session on bringing education to life in and out of the classroom by describing what experiential learning entails.
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From page 37... ...
He now works as a coordinator for refugee outreach for the Catholic Charities of Onondaga County and also co-teaches an inter rofessional class at Syracuse University on refugee health. When p ouity and his brothers first came to the United States, they worked in M factories despite coming from an upper class, educated background in their home country.
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From page 38... ...
Lane added that academics "have to put the time in" to create relationships that will benefit both the community and the educational institution. She said that while there is a lot of interest in replicating the partnership that has been built between Syracuse University and the community, faculty members do not want to "leave the ivory tower and find parking." It is not enough, Lane said, to simply drop students off at a community organization; faculty members need to make efforts to intentionally get to know community members.
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From page 39... ...
Vencel echoed Jennings-Bey's statement that community engagement is a two-way street; she said that the time she spent sitting down with the woman she interviewed involved reflecting on her own cultural experiences as much as her subject's. The second formative course, she said, was global mental health, for which the professor brought in speakers with unique perspectives and duties, ranging from doulas to trauma response teams.
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From page 40... ...
This class prepared her, she said, to look at upstream causes and downstream effects, make connections between p atients' lives and their health issues, and work with other disciplines at the clinics to help patients. Hands-on Classes The students offered their opinions on how to improve health professions education to better incorporate the social determinants of health (SDH)
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From page 41... ...
Vencel replied that her professors from the cultural psychology and global mental health courses have both stood out as mentors more than other professors, due in part to the more intensive and involved nature of classes that engage the community. Hamlin agreed and said that her relationship with her clinical instructors has been extremely
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From page 42... ...
In addition to Lipman's work as dean, she is also a nurse practitioner at the Children's Hospital of Philadelphia working with children with endocrine disorders and diabetes. In her role as a clinician, she said, she has "firsthand knowledge of what happens when we don't address social determinants of health." Children with diabetes from well-resourced families have great outcomes, whereas traditional disease- and hospital-focused interventions have "not moved the needle with underresourced families." A new approach, Lipman said, is sending community health workers into patients' homes; these workers address only the SDH and do not discuss diabetes management at all.
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From page 43... ...
Institutions need to be flexible when making promotion and tenure decisions; community-involved faculty may spend their time and energy on activities that are not traditionally valued but that are key to building strong relationships with the community. Second, programs need to be community-driven and based on community goals.
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From page 44... ...
The third lesson that Lipman offered is that these programs are relevant for all health professionals, no matter where they end up practicing. Lipman said that she sometimes gets pushback from nursing students who are planning to work in non-community settings, such as intensive care units.
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From page 45... ...
For example, the refugee health class she runs at Syracuse University and at Upstate Medical University involves a great deal of work, including finding families willing to participate, securing funding for stipends for the families, and ensuring that students can get to and from their frequent home visits during the semester. A colleague of Lane's mused about scaling up the program but did not take into account the massive time commitment required for faculty.
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From page 46... ...
2019. Community engagement map.
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