Lessons learned from implementing health systems science and community service course for fourth-year medical students
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| Publicado en: | BMC Medical Education vol. 25 (2025), p. 1 |
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Springer Nature B.V.
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-07137-3 |2 doi | |
| 035 | |a 3201523089 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Siddiqui, Sarah B | |
| 245 | 1 | |a Lessons learned from implementing health systems science and community service course for fourth-year medical students | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundWith the call to integrate health systems science (HSS) in medical education curriculum comes the need for more practical guidance from implementation experiences. In June 2020, the University of Texas Medical Branch John Sealy School of Medicine implemented a required course entitled “Health Systems Science and Community Service (HSS)” for fourth-year medical students. This quality improvement study describes the course and the lessons learned in the first four iterations.MethodsThe course was formatted as a 10-month-long, asynchronous course that ran concurrently with post-clerkship rotations. Throughout the four iterations, we used close- and open-ended questions to systematically collect students’ feedback twice annually. Descriptive analysis of quantitative data was performed, and general themes were drawn from qualitative items from the evaluations. In addition, the National Board of Medical Examiner (NBME) HSS Subject Examination was administered in the course during the third and fourth iterations; student performance was analyzed. The course contents were iteratively revised each year to incorporate more HSS and community service components.ResultsThe course cohorts 1 through 4 from each iteration had 234, 221, 220, and 217 students, respectively. The response rates for the end-of-year course evaluations were 91% for cohorts 1, 2, and 3, and 94% for cohort 4. Most students reported that the amount of material they were required to cover was reasonable across all four iterations. While most respondents from cohorts 1, 2, and 4 found the number of community service hours reasonable, the majority of respondents in cohort 3 indicated it was excessive. The common themes from students’ responses across cohorts included that some of the course content should have been taught in earlier years of their medical training, that community service activities are valuable but should have been optional, and that students appreciated the flexibility of the course. Student performance on the NBME exam was comparable to national performance. We summarized the iterative changes for each cohort based on feedback.ConclusionsWe described the implementation of a post-clerkship course on health systems science integrating with community service and service-learning. A major lesson learned was the need to take an iterative approach in building components like service-learning and addressing challenges, including student buy-in. | |
| 651 | 4 | |a United States--US | |
| 653 | |a Internships | ||
| 653 | |a Medical education | ||
| 653 | |a Collaboration | ||
| 653 | |a Curricula | ||
| 653 | |a Health disparities | ||
| 653 | |a Medical students | ||
| 653 | |a Cost recovery | ||
| 653 | |a Medical schools | ||
| 653 | |a Physicians | ||
| 653 | |a Patients | ||
| 653 | |a Service learning | ||
| 653 | |a Community service | ||
| 653 | |a Professionals | ||
| 653 | |a Systems science | ||
| 653 | |a Learning | ||
| 653 | |a Instructional Improvement | ||
| 653 | |a Integrated Curriculum | ||
| 653 | |a Competence | ||
| 653 | |a Educational Resources | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Educational Planning | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Processes | ||
| 653 | |a Learning Experience | ||
| 653 | |a Interviews | ||
| 653 | |a Class Size | ||
| 653 | |a Curriculum Implementation | ||
| 653 | |a Communication Skills | ||
| 653 | |a Health Services | ||
| 653 | |a Required Courses | ||
| 653 | |a Empathy | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Community Resources | ||
| 653 | |a Physician Patient Relationship | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Professional Education | ||
| 653 | |a Learner Engagement | ||
| 700 | 1 | |a Everling, Kathleen M | |
| 700 | 1 | |a Patel, Premal | |
| 700 | 1 | |a Serag, Hani | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3201523089/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3201523089/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3201523089/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |