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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Delivering the AAMC "Teaching for Quality" Program through a Community-Based GME Collaborative: Lessons Learned to

Brandy Church1, William Corser1, Jonathan Rohrer1

  • 1Statewide Campus System, College of Osteopathic Medicine Michigan State University, East Lansing, MI.

Spartan Medical Research Journal
|March 3, 2021
PubMed
Summary

Community-based faculty successfully completed scholarly activity projects through a customized Association of American Medical Colleges (AAMC) Teaching for Quality Program. This graduate medical education (GME) consortium model facilitated project development and resource coordination.

Keywords:
graduate medical educationpatient safetyquality improvementscholarly activity

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Area of Science:

  • Medical Education
  • Scholarly Activity
  • Graduate Medical Education

Background:

  • Addressing scholarly activity (SA) accreditation standards is crucial for medical institutions.
  • The Michigan State University's Statewide Campus System (SCS) implemented the Association of American Medical Colleges' (AAMC) Teaching for Quality Program for community-based faculty.
  • Two cohorts participated in the program, highlighting the need for tailored educational initiatives.

Purpose of the Study:

  • To describe the design and delivery of a customized Teaching for Quality Program.
  • To share initial lessons learned from program implementation.
  • To outline plans for future evaluation and dissemination of findings.

Main Methods:

  • A graduate medical education (GME) consortium model was utilized to deliver the program.
  • The program was customized to mitigate barriers faced by community-based faculty learners.
  • This represented a novel approach to program delivery within a GME consortium.

Main Results:

  • The first cohort of 19 learners developed 15 SA projects.
  • The second cohort of 15 learners developed 11 SA projects.
  • The study provides principles for developing SA projects in GME environments.

Conclusions:

  • The "consortium advantage" of systems like the SCS is vital for coordinating SA project resources.
  • Collaborative models can enhance knowledge sharing across diverse GME systems.
  • This approach offers an efficient method for managing scholarly activity initiatives.