Community engagement in US and Canadian medical schools
Adam O Goldstein, Rachel Sobel Bearman
Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
Introduction: This study examines the integration of community engagement and community-engaged scholarship at all accredited US and Canadian medical schools in order to better understand and assess their current state of engagement.
Methods: A 32-question data abstraction instrument measured the role of community engagement and community-engaged scholarship as represented on the Web sites of all accredited US and Canadian medical schools. The instrument targeted a medical school's mission and vision statements, institutional structure, student and faculty awards and honors, and faculty tenure and promotion guidelines.
Results: Medical school Web sites demonstrate little evidence that schools incorporate community engagement in their mission or vision statements or their promotion and tenure guidelines. The majority of medical schools do not include community service terms and/or descriptive language in their mission statements, and only 8.5% of medical schools incorporate community service and engagement as a primary or major criterion in promotion and tenure guidelines.
Discussion: This research highlights significant gaps in the integration of community engagement or community-engaged scholarship into medical school mission and vision statements, promotion and tenure guidelines, and service administrative structures.
Keywords: medical school, education, community service, mission, tenure, engagement
This work is published by Dove Medical Press Limited, and licensed under Creative Commons Attribution - Non Commercial (unported, v3.0) License. The full terms of the License are available at http://creativecommons.org/licenses/by-nc/3.0/. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. Permissions beyond the scope of the License are administered by Dove Medical Press Limited. Information on how to request permission may be found at: http://www.dovepress.com/permissions.php
Readers of this article also read:
Does how much a resident teaches impact performance? A comparison of preclinical teaching hours to pathology residents’ in-service examination scores
Talmon GA, Czarnecki DK, Sayles HR
Published Date: 20 April 2015
Nair BR, Pavarthy MS, Wilson A, Smith J, Murphy B
Published Date: 13 April 2015
Kang TL, Berona K, Elkhunovich MA, Medero-Colon R, Seif D, Chilstrom ML, Mailhot T
Published Date: 13 March 2015
Learning lessons from operational research in infectious diseases: can the same model be used for noncommunicable diseases in developing countries?
Published Date: 4 December 2014
Arenas A, Tabaac BJ, Fastovets G, Patil V
Published Date: 10 July 2014
Aujoulat I, Jacquemin P, Rietzschel E, Scheen A, Tréfois P, Wens J, Darras E, Hermans MP
Published Date: 8 May 2014
Maria Olenick, Edward Foote, Patricia Vanston, et al
Published Date: 10 January 2011
Maria Olenick, Lois Ryan Allen, Raymond A Smego Jr
Published Date: 25 November 2010
Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills
Marian Luctkar-Flude, Cynthia Baker, Cheryl Pulling, et al
Published Date: 8 November 2010
Ogugua A Egwu, Godson E Anyanwu
Published Date: 27 October 2010