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Inspiring Residents to Work ‘Upstream’

This initiative aims to educate medical practitioners on health advocacy (HA) by exploring its significance and implementation within medical education. Presenters Dr. Farah M. Shroff and Dr. Shafik Dharamsi discuss the barriers and inspirations behind HA engagement. The project includes qualitative research through interviews with health advocates, emphasizing community ties, and mentorship as critical elements. A comprehensive eBooklet will be developed, incorporating literature reviews, profiles of HA champions, and pedagogical tools to foster a nurturing environment for future health advocates.

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Inspiring Residents to Work ‘Upstream’

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  1. Inspiring Residents to Work ‘Upstream’ Educating for Health Advocacy Dr Farah M Shroff, PhD and Dr Shafik Dharamsi, PhD Medical Education Monthly Rounds April 7, 2010

  2. FDIG • To create an educational primer on Health Advocacy (HA) for post-graduate medical educators • Background on HA • New concept for medical educators • Limited literature

  3. Barriers to HA • Lack of formal recognition • Lack of monetary rewards • Lack of time

  4. Definitions of HA • Vary widely • Individual patient advocacy • Political lobbying • Working abroad • If HA were within the educational system, how would it be defined?

  5. Health Advocate Study • Interviews of Health Advocates - residents, practising physicians and medical educators • Qualitative methodology • Purposive sampling • Questions: Who or what made HA an active part of their professional lives? • Analysis of full transcripts

  6. What Inspires Engagement in HA? • Sources of Inspiration: • Family, Travels, Mentors • Community of like-minded peer • Community or volunteer work prior to medical school • Not education in medical school nor residency

  7. Mentoring • Some students and residents were inspired by classroom educators • Exception, not the norm • Not all students were exposed to these mentors

  8. Encouraging HA in Medical School • Focusing on medical school opportunities to foster HA may be fruitful • CHIUS • DPAS • Can we do more?

  9. HA in Formal Curriculum • Should this be a subject that is taught? • Health advocates exist worldwide • Professionalization may undermine HA • If HA is taught, what will this look like?

  10. Creating An Environment for HA • Creating an enabling and nurturing environment prior to and during residency training is necessary to sustain the desire to engage in health advocacy

  11. Overview of eBooklet • Literature review of HA • Profiles of HA champions • Pedagogical tools • Resources • Referrals

  12. Production eBooklet • Written feedback from medical educators • Feedback from focus groups • Launch event in fall 2010—all welcome!

  13. SOTL • Conduct a study on the educational impact of the ebooklet on medical educators • What do you know about HA?

  14. Suggestions? We welcome your input and suggestions for how to improve this pedagogical primer for UBC medical educators THANK YOU!!

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