Situated learning in community environments (SLICE): Systems design of an immersive and integrated curriculum for community-based learning

Abstract

Purpose

We sought to design a micro-curriculum to structure supervised clinical placements for junior medical students within a variety of community-based settings of differing clinical disciplines. Given the gaps in the literature, this paper reflects on the opportunities and challenges of our design, implementation, and evaluation strategies in constructing an integrated task-based micro-curriculum for interprofessional community-based learning in year 2 of a four-year graduate entry program.

Methods

The design was informed by a systems thinking framework and guided by contemporary curricular theories on self-directed and interprofessional learning. Extensive consultations with stakeholders were undertaken. Alignment with relevant national level documents and curricular frameworks was ensured.

Results

The systems thinking approach provided first, an experience of applying thinking tools for a deeper understanding of how various parts of this micro-curriculum and subsystems should be integrated. Second, applying the toolkit uncovered tension points on which leverage could optimise future enhancements. Eighteen types of health professions were recruited including 105 general practitioners and 253 healthcare practitioners from a range of disciplines.

Conclusion

Systems thinking allows for the identification of various interacting elements within the curriculum to be considered as part of an integrated whole. Insights from this model could inform the design of similar innovative curricula.

Keywords:

• Interprofessional
• community
• medical students
• curriculum design
• systems thinking

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Interprofessional community placements: Involve placing medical students with non-medical health professionals in the community.

General practice (GP): Is a specialty in community medicine/primary care. A General practitioner is a family physician.

Additional information

Notes on contributors

Linda Taoube

Linda Taoube, MBBS (Hons), FRACGP, PGDip Med Ed, Dip Derm, DCH, GP, Senior Lecturer, SLICE Coordinator, Interprofessional Learning Vertical Theme Academic Lead, Sydney Medical School, Faculty of Medicine and Health.

Priya Khanna

Priya Khanna, Msc, MEd, Phd (Education), Senior Lecturer, Curriculum Development & Indigenous Health, Sydney Medical School, Faculty of Medicine and Health.

Carl Schneider

Carl Schneider, BN, BPharm (Hons), PhD, PGCert (Higher Ed), FHEA Senior Lecturer, The University of Sydney School of Pharmacy, Faculty of Medicine and Health. 

Annette Burgess

Annette Burgess, PhD, MBT, MEd, MMedEd, MBioethics, Professor of Medical Education, Sydney Medical School, Faculty of Medicine and Health.

Jane Bleasel

Jane Bleasel, MBBS, PhD, MHPE, FRACP, Professor of Medicine, Head of School and Dean of Medicine, The University of Newcastle.

Inam Haq

Inam Haq, MBBS, BSc, MD, Associate Dean (Education), The University of Sydney, Faculty of Medicine and Health.

Chris Roberts

Chris Roberts, MBChB, MMedSci, PhD, FRACGP, Honorary Professor of Health Professions Education.