Community-based learning in medical education: A starting guide and lessons learned

Abstract

Community-based medical education (CBME) addresses real-world health problems and is characterized by its emphasis on reciprocity and collaboration with community stakeholders. Limited evidence shows that CBME is an effective learning strategy to care for underserved communities. However, medical schools and nursing schools struggle to implement CBME in their curriculum. In this article, we present four practical examples of CBME from medical and nursing schools in Belgium and the Netherlands. By taking the lessons learned derived from these practical examples into account, all students can have an authentic learning experience within the community, which empowers community members and increases their health.

Keywords:

• Learning outcomes
• ethics/attitudes
• discipline
• public health
• curriculum
• community-oriented
• curriculum
• integrated
• management
• change

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Katja Lanting

All authors defined the theme of this paper as it was part of a joint presentation at AMEE 2022. All authors drafted a part of the paper related to their specific experience with teaching. Based on this Jeanine Suurmond drafted the first version of the paper which was critically reviewed by all authors. Katja Lanting and Janique Oudbier drafted the final version of the paper based on the feedback of all authors. All authors approved the final manuscript.

Katja Lanting, is a lecturer and researcher, coordinator of a minor intercultural studies at Saxion UAS, School of Health and co-chair SIG on Diversity & Inclusion of the Dutch Association for Medical Education.

Janique Oudbier

Janique Oudbier, is a PhD student at Amsterdam UMC, location the University of Amsterdam, Department of Public and Occupational Health.

Charlotte van den Aardwegh

Charlotte van den Aardwegh, (1999) is a 5th-year medical student at Erasmus University Rotterdam and member of the second board of GIDS.

Jeanne Arnold

Jeanne Arnold, (1999) is a 5th-year medical student at the Erasmus University Rotterdam. She is a cofounder of GIDS and member of the first board.

Winny Ang

Winny Ang, is child and adolescent psychiatrist, communication skills teacher and lecturer ‘Doctor & Society’ medical faculty of the University of Antwerp, Belgium.

Suzie Otto

Suzie Otto, is medical educator at the department of Public Health, Erasmus MC, and she coordinates the Community projects for medical students since 2011.

Thomas Pereira Horta

Thomas Pereira Horta, (1998) is a 5th-year medical student at the Erasmus University Rotterdam. He is cofounder of GIDS and member of the first board.

Liesbeth Verpooten

Liesbeth Verpooten, is general practitioner, communication skills teacher and lecturer ‘Doctor & Society’ medical faculty of the University of Antwerp, Belgium.

Jeanine Suurmond

Jeanine Suurmond, is associate professor at Amsterdam UMC, location University of Amsterdam, Department of Public and Occupational Health, her research programme and teaching focus on social accountability in medicine and on diversity-sensitive health care.