27 – 30 October 2014 | flinders.edu.au/muster2014
Another concern was that community was defined in many different ways in the literature. Community was sometimes identified as a single unit of engagement or a location, but it was also defined as an idea, an aspiration, an ideological position, and occasionally as a victim. According to Ellaway, there were significant differences regarding which groups were engaged when speaking about community, including clinical leads, chiefs of staff, practitioners, community leaders, patients, members of the community, and students placed in the community. Ellaway summed up by identifying four recommendations to advance scholarship in community-engaged medical education: (1) development of shared models of community relationships; (2) stronger and more explicit theoretical bases for research and evaluation; (3) refocusing the generation and use of evidence; and (4) development of a more sophisticated understanding of ‘community’.
josephine boland @jboland_galway Oct 28 Yulara, Northern Territory Community attention deficit disorder: common enough syndrome within medical education? Ellaway #muster2014
“Despite the volume of data presented from the CEMESTR systematic review, we are inspired to look at becoming true community partners for sustainable and system-level change, and not simply users of a community space to fulfil our medical school curricula. The paucity of literature on LIC and community engagement indicates the need for much more research in this area.” Professor Mark Wilson, Academic Leader, Community Based Health Education, University of Wollongong
The Muster Report
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