The Underserved Elective is a required rotation in the Care of the Underserved Curriculum and can be an elective rotation in any other curriculum.
At the completion of this rotation
The resident will:
- have an understanding of how to effectively care for underserved patients.
- have knowledge and skills needed to practice medicine in an underserved setting.
- have an awareness of the power in intentionally crafting an independent learning plan for personal growth and professional development.
- identify common barriers to care for patients and learn ways to navigate and overcome those barriers within and outside of an exam room.
Objectives
At the completion of this rotation, the resident will have demonstrated to the satisfaction of the preceptor:
- an awareness of psychosocial factors and other determinants of health amidst developing and implementing comprehensive plans to maintain and promote health (PC).
- reflective practices that facilitate the creation of an independent learning plan for personal growth and professional development (PBLI).
- compassion, respect and integrity; responsiveness to the needs of patients and society; accountability to patients, society and the profession; a commitment to excellence and ongoing professional development (P).
- sensitivity and responsiveness to a patient’s culture, age, gender and disabilities, recognizing personal biases and attempting to proactively minimize communication barriers (ICS).
- the ability to communicate effectively about patient care, learner responsibilities, and feedback with other health professionals as part of a healthcare team (ICS).
- the ability to make appropriate decisions to assure high-quality care in a cost-effective manner, recognizing the opportunities to advance this approach to care through advocacy efforts (SBP).
Implementation
In their third year, residents in the Care of the Underserved Track will pursue a one-month experience that allows them to explore a particular aspect of interest in caring for underserved patients. Many residents have used this time to pursue an international rotation in an underserved area of the globe. Several others have spent this month in an underserved care context in the United States where they would like to practice at some point in the future. Lastly, some residents have used this time to expand a particular skill-set of interest or learn more about a particular patient population. A few examples of these types of rotations that residents have pursued recently include a rotation dedicated to better understanding the principles of trauma-informed care and how best to implement those principles in a primary care context, a rotation crafted around better understanding the experiences and health systems in place to care for individuals who are incarcerated, and a rotation designed around acquiring training to care for the unique needs of LBGTQ+ populations. Ultimately, this elective is customized to the unique interests, needs, and goals of the resident. Residents will work closely with faculty to build the learning environment they need to accomplish their goals.
Evaluation
The preceptor will complete an evaluation form at the end of the rotation assessing the resident’s success in meeting the rotation objectives as outlined in this curriculum. Residents will specifically be evaluated on the following ACGME Milestones:
- PC-1: Demonstrates Care of the Acutely Ill Patient
- PC-2: Demonstrates Care of the Patient with Chronic Illness
- PC-3: Health Promotion and Wellness
- PBLI-2: Demonstrates Reflective Practice and Commitment to Personal Growth
- PROF-1: Demonstrates Professional Behavior and Ethical Principles
- ICS-1: Demonstrates Effective Patient- and Family-Centered Communication
- SBP-4: Shows an Interest in Advocacy for Patients/Health System
