Community Partners’ Experiences Teaching Undergraduate Medical Students
Keywords:community-academic collaboration, community partners, guest speaker, food security, session feedback, educational session
This research explores community partners’ experiences of teaching undergraduate medical students. In collaboration with university faculty, community partners affiliated with a local non-profit organization drew from their own lived experience and expertise to teach students about determinants of health such as food security and low income. While feedback about educational sessions is often sought from students, this research addresses an important gap by seeking to better understand the experiences of community partners teaching health profession students. Semi-structured interviews with community partners took place to explore their perceived role in the educational session, their impressions of the overall session, and their reflections about sharing their personal experiences with medical students. Five community partners completed interviews. Thematic analysis of interview transcripts indicated community partners interpreted their roles in teaching about determinants of health to medical students were valuable in influencing future physician practice and rewarding on a personal level. The power dynamics of individuals with lived experience of food insecurity and/or low income engaging with medical students as “experts” rather than “patients,” and the importance of being viewed by students and health care professionals as multi-faceted and intersectional people, were also important emergent themes. With connections to the literature, broader implications regarding community partner involvement in teaching health professions students are discussed including logistical and ethical considerations (such as provision of honorarium, supports before/during/after the session), diversity of learners, and distribution of power between university faculty and community collaborators. This research concludes that with thoughtful and deliberate planning, supports, and dialogue, community partner involvement in teaching can be a meaningful pedagogical approach to amplify the voices and expertise of community partners and, in doing so, can work towards informing the practice of future health care providers to address the priority health needs identified by these communities.
How to Cite
Copyright (c) 2021 Chelsea Jalloh, Dr. , Margaret Ormond, Ceilidh Miller
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Social Innovations Journal permits the Creative Commons License:
Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0)
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material
Copyright and Publishing Rights
For the licenses indicated above, authors retain the copyright and full publishing rights without restrictions.