LEADER 04545nam 2200589 450 001 9910797163403321 005 20230807215459.0 010 $a0-309-31390-2 010 $a0-309-31388-0 035 $a(CKB)3710000000411302 035 $a(EBL)3439686 035 $a(SSID)ssj0001535566 035 $a(PQKBManifestationID)11945702 035 $a(PQKBTitleCode)TC0001535566 035 $a(PQKBWorkID)11501205 035 $a(PQKB)10899210 035 $a(MiAaPQ)EBC3439686 035 $a(Au-PeEL)EBL3439686 035 $a(CaPaEBR)ebr11052993 035 $a(OCoLC)915153061 035 $a(EXLCZ)993710000000411302 100 $a20150522h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aBuilding health workforce capacity through community-based health professional education $eworkshop summary /$fPatricia A. Cuff, rapporteur ; Institute of Medicine. Global Forum on Innovation in Health Professional Education 210 1$aWashington, District of Columbia :$cThe National Academies Press,$d2015. 210 4$dİ2015 215 $a1 online resource (210 p.) 300 $aDescription based upon print version of record. 311 $a0-309-31387-2 320 $aIncludes bibliographical references at the end of each chapters. 327 $aFront Matter; Reviewers; Acknowledgments; Contents; Acronyms and Abbreviations; Summary: Understanding the Community Context of Health; 1 Establishing a Framework; 2 Skill Sets and Pedagogy; 3 Factors for Spreading/Scaling Up Innovations in Community-Based Health Professional Education to Practice; 4 Community-Based, Interprofessional, Educational Innovations; Appendix A: Workshop Agenda; Appendix B: Abstracts of the May 2, 2014, Webcast Session; Appendix C: Abstracts of the May 1, 2014, Poster Session; Appendix D: Summary of Updates from the Innovation Collaboratives 327 $aAppendix E: Speaker Biographical Sketches Appendix F: The Bridging Leadership Framework 330 $a"There is growing evidence from developed and developing countries that community-based approaches are effective in improving the health of individuals and populations. This is especially true when the social determinants of health are considered in the design of the community-based approach. With an aging population and an emphasis on health promotion, the United States is increasingly focusing on community-based health and health care. Preventing disease and promoting health calls for a holistic approach to health interventions that rely more heavily upon interprofessional collaborations. However, the financial and structural design of health professional education remains siloed and largely focused on academic health centers for training. Despite these challenges, there are good examples of interprofessional, community-based programs and curricula for educating health professionals. In May 2014, members of the Institute of Medicine's Global Forum on Innovation in Health Professional Education came together to substantively delve into issues affecting the scale-up and spread of health professional education in communities. Participants heard a wide variety of individual accounts from innovators about work they are undertaking and opportunities for education with communities. In presenting a variety of examples that range from student community service to computer modeling, the workshop aimed to stimulate discussions about how educators might better integrate education with practice in communities. Building Health Workforce Capacity Through Community-Based Health Professional Education summarizes the presentations and discussion of this event."--$cPublisher's description. 606 $aCommunity health services$zUnited States$xEvaluation 606 $aCommunity health services$zUnited States$xOrganization & administration 615 0$aCommunity health services$xEvaluation. 615 0$aCommunity health services$xOrganization & administration. 676 $a362.12 702 $aCuff$b Patricia A. 712 02$aInstitute of Medicine (U.S.).$bGlobal Forum on Innovation in Health Professional Education. 712 12$aScaling Up Best Practices in Community-Based Health Professional Education (Workshop) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797163403321 996 $aBuilding health workforce capacity through community-based health professional education$93855793 997 $aUNINA