Community Partnerships Program

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Community Partnerships Program

• Dr. Tangerine Holt
• Academic Convenor CPP
• Centre for Medical and Health Sciences Education

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Purpose of Presentation

• Provide an overview of the CPP Program and model
• Provide an overview of CPP placement
• Discuss strategies for successful placement
  implementation

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CPP Goal and Objectives

• GOAL
• Develop a perspective on issues of social equity
  and justice, but particularly as they relate to
  the practice of medicine
• OBJECTIVES
• Develop an understanding of social and public
  policy and how it impacts on individuals health.
• Develop knowledge of barriers faced by people
  accessing social support services, their
  relevance to medicine and individuals health.
• Develop an appreciation of how and why community
  organisations deliver their services.
• Develop an understanding of the whole person
  and in particular the social and economic context
  of health and illness.

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CPP Structure and Key Partners
Medical Curriculum Management Committee (MCMC)
Year-2 Management Committee Assoc. Ben Canny and
Dr Carol Lawson
CPP Strategic Management Committee Chaired by
Dr. Philip Mendes, Social Work Department CPP
Team Key Partner Agency Representatives
CPP Operational Management Committee Chaired by
Dr. Tangerine Holt CPP Academic Convenor CPP
Team All Agency Representatives
Faculty Field Liaison Officers (FFLO)
Community Partners
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CPP Partners 2006

• Melbourne Citymission
• Monash Volunteer Resource Centre
• Salvation Army Primary Health EastCare and
  Crisis Services divisions
• Wesley Mission
• Eastern Access Community Health
• Gellibrand Residential Services
• Health Works, Footscray
• Jewish Care
• Knox Community Health
• Moreland Community Health
• Ranges Community Health
• Whitehorse Community Health
• Southern Health
• Ashburton Support Services
• Knox Community Volunteers

• Anglicare
• Brotherhood of St Laurence
• Child and Family Care Network
• City of Casey
• City of Monash
• Inner East Community Health
• Inner South Community Health
• Karingal, Monash, Mt Eliza, Wellington Secondary
  Colleges, and Beregarra Secondary College
• Living Room Primary Health Service for injecting
  drug users
• Central Bayside Community Health
• Caulfield Community Health
• First Step Program
• Ovulation Method Resource Centre

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Chris Award for his work with Anglicare's Lazarus
Centre for the homeless. Rahul successfully
linked clients to appropriate health care
services and designed a brochure outlining
healthcare issues among the homeless population.
Lalor
Melbourne
Werribee
N
Dr. Philip Mendes, Chair of the CPP Management
Committee presents Ms. Cindy Koletsis of
Anglicare Victoria with a Certificate of
Appreciation for her contribution to the CPP
Program as a Supervisor in 2004. The faculty
recognises the invaluable support and field
education provided by hundreds of
multi-disciplinary professionals at our partner
agencies
Clayton Campus
Children and Youth
Indigenous Australians
Home- lessness
Anglicare Victoria
Brotherhood of St Laurence
Caulfield Community Health
Child Family Care Network
Student reflection following a placement with a
service supporting injecting drug users On
reflection, many of my experiences and encounters
have transformed my impressions of patient
treatment and what it means to be a doctor when
treating patients with sensitive and challenging
social circumstances. It became increasingly
evident that treating a patient spanned far
beyond the provision of medications and
procedures. Many in society arent afforded the
same opportunities, therefore it seems
fundamental to patient treatment that doctors
have a firm understanding of the issues their
patients are facing. The skills developed at my
placement will hopefully benefit my outlook on
medical practice for years to come.
Adult Family
Turning Point
Drug Alcohol
First Step Program
City of Casey
Local Government
Whitehorse Community Health
City of Monash
Wesley Mission
Inner East Comm Health
MBBS Year 2 Theme 1 CPP
Education, Employment Training
Aged Care
E
W
Welfare Agencies
Community Health
Southern Health
Inner South Comm Health
Jesuit Social Services
Salvation Army
Jewish Care
Ranges Community Health
Secondary colleges
Mt Eliza
Karingal Secondary College
Moreland Community Health
Refugees Migrants
Mental health
Monash Secondary College
Monash Volunteer Resource Centre
Melbourne Citymission
Mt Eliza Secondary College
Living Room Primary Health Service
Wellington Secondary College
Know Community Health
Community Health
Research Social Policy
Disability
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Rosebud
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CPP An integral component of the MBBS

• Hurdle requirement for all 2nd year MBBS students
• CPP Model
• 12-weeks one-day per week (Tuesday) a
  mini-block placement
• Half cohort will complete in semester 3 / half in
  semester 4

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1. Student and Field Educator Orientation
9. CPP Placement Report
2. Student Submit Placement Preferences

• Final Field Educator
• Assessment

3. Students Allocated Placements
Completion of Project/Activities Outlined in LA
CPP Model 12 Weeks 78 hours

• Students Interview with
• Field Educators

7. FFLO Visits/Evaluation
5. Formulate learning Objectives Personal,
Field Educator, Community
6. Engage in activities
6. Integration Lecture
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CPP Model 2006 Semester 4 - 2006
Semester Week Placement Day Day Date Notes
Week 1 NO CPP Week commencing Monday 17 Jul First week of semester. Students attend normal classes
Week 2 NO CPP Week commencing Monday 24 Jul On-campus activity Students attend CPP Briefing Lecture
Week 3 Day 1 Tuesday 1 Aug Students commence CPP Placement
Week 4 Day 2 Tuesday 8 Aug Student Field Educator prepare Learning Agreement
Week 5 Day 3 Tuesday 15 Aug Learning Agreement due Friday 18 August
Week 6 Day 4 Tuesday 22 Aug Faculty Field Liaison Officers contact Field Educator to request a field visit. Preparation for block placement
Week 7 Day 5 Tuesday 29 Aug Field visits begin. Block placement commences
Week 7 Day 6 Monday OR Wednesday 28 Aug OR 30 Aug Students in group U3, 4 5 attend placement Students in group U1, 2 6 attend placement
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CPP Model 2006 Semester 4 2006 cont
Week 8 Day 7 Tuesday 5 Sep All students attend placement
Week 8 Day 8 Thursday 7 Sep All students attend placement
Week 8 Day 9 Monday OR Wednesday 4 Sep OR 6 Sep Students in group U3, 4 5 attend placement Students in group U1, 2 6 attend placement
Week 9 Day 10 Tuesday 12 Sep
Week 10 Day 11 Tuesday 19 Sep
Week 11 Day 12 Tues 3 Oct Final day of CPP
Week 12 Day 13 Tues 10 Oct Students work on their CPP Final Assessment on or off campus
Week 13 Friday 20 Oct Students submit Final CPP Placement Report
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What are your expectations? Examples of
Community-based Projects/Activities

• Health promotion
• Working with ANTAR to better understand
  Indigenous health and access issues
• Resettlement of refugees
• Mentoring programs for youth
• Working with the elderly in low care and high
  facilities social isolation, life books
• Working with people with disabilities, developing
  care plans for people with ABI and Huntingtons
  disease
• Working in drug and alcohol services Needle and
  syringe program, harm minimisation, detox
  services
• Community health aged care, mental health,
  allied health
• Researching and developing brochures outlining
  common medical issues and details of services
  available in the community for the homeless
• Developing breakfast clubs for kids and high
  schools youth
• Trained as crisis counsellors through Lifeline
• Mentoring children in foster care or who are
  wards of the state
• Evaluating the foster care system taking into
  consideration the role of carers
• Development of a Food Co-operative in a public
  housing block which also led to the development
  of a funding proposal to sustain the continuity
  of the food co-operative for people who are
  marginalised in society
• Addressing key mental health, grief, bullying,
  sex, drugs, and party culture issues in schools .

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Supervision

• As an agency supervisor try to reflect on four
  important questions before engagement in student
  teaching
• What is my preferred learning style?
• What content do I need to teach and how?
• What is the student's preferred learning style?
• Given the interaction of the student's preferred
  learning style, my own learning orientation, and
  the present teaching task, am I using the most
  appropriate teaching style for this educational
  process?

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Links between learning style preference and
teaching style behaviour

• As an active learner
• As a conceptual learner
• As an experiential learner
• As a reflective learner

• As an agency supervisor
• Do I take a very active, leading role or do I
  become more inactive and expect the student to
  responsibly contribute their ideas or doubts?
• Do I encourage risk-taking and creativity in
  students' thinking and actual work? Do I
  actively engage in assessing the learning
  environment of the agency and the interactive
  process of field instruction?
• Do I help students to know when they may be
  lacking objectivity or blocking work progress?
• Do I take a more active role in teaching and
  encourage students to observe my own work?

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Reflective Practice (Donald Schön)

• Reflective Practice involves thoughtfully
  considering ones own
• experiences in applying knowledge to practice
  while being coached
• by professionals in the discipline.
• The basic premise is that practice is marked by
  uncertainty, uniqueness and value-conflict.
• Experienced practitioners seem to know what to do
  - knowing-in-action.
• When something happens, the practitioner is
  thinking about how to reshape the activity -
  reflection-in-action
• Translate these actions into learning where the
  experienced practitioner who, acts as a mentor
  and educator
• models reflection-in-action
• Conducts a reflective conversation.

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Reflective Practice Outcomes (Russell, 2005)

• Recognise new ways of perceiving or thinking
  about the professional situation of practice
• Stimulate a novel course of action and
• Provide evidence for deciding if the new
  perspective and associated new actions deserved
  to be included in future professional practice.
• References
• Schon D. The reflective practitioner. How
  professionals think in action. New York. Basic
  Books, 1983.
• Schon D. Educating the reflective practitioner.
  San Francisco Jossey-Bass, 1988.
• Kottkamp RB. Means for facilitating reflection.
  Education and Urban Society 1990 22(2) 182-203.
• Russell, T. Can reflective practice be taught?
  Reflective Practice May 2005 6(2), 199204.

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Supervision

• When and where?
• Set a formal and regular supervision time
• Document this as part of the Learning Agreement
  and Ongoing Supervision and Assessment (both
  available on the Website)
• What to cover
• Use the Learning Agreement as basis for
  discussion. This will incorporate
• Personal and professional development of the
  student
• Progress of key activities and tasks
• Informal assessment and feedback on student
  learning
• Expectations for future practice and performance
• Any issues or concerns

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Supervision

• Difficulties between student and Supervisor
• Follow guidelines in Handbook (page 7)
• Personal reflection and counselling
• Emotional reaction to a placement event or
  interaction
• Formal debrief as part of supervision meeting
• Supervisor should not enter the role of personal
  counsellor
• Direct student to student support services listed
  in the handbook

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Placement parameters

• Attendance
• Minimum of 78 hours over 12-weeks
• See placement dates (Appendix J)
• Reported on Supervisors Final Assessment
• Absence and illness
• Students are asked to contact you as soon as
  possible if they are unable to attend
• Absence should be reported to the CPP Coordinator
  ASAP
• Supporting documentation must be provided where
  minimum hours are not met

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Placement parameters

• Use of private or agency vehicles
• Students must not transport clients under any
  circumstance
• Not expected that students will use agency
  vehicles
• Students may use their own vehicle to undertake
  visits
• Agency Policy
• Students sign a Consent Form acknowledging that
  agency policy and procedure applies while on
  placement

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Student orientation Week 1

• Understanding duty of care
• Understanding confidentiality and privacy
• Mandatory reporting
• Professional behaviour
• Outline your expectations
• Presentation of Police Check
• Working within agency policy
• Start to discuss learning goals

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The Learning Agreement CPP Day 3

• Purpose
• Plan for the next 12-weeks placed online
• Practical and concise working document
• Responsibility
• Close consultation between student and Supervisor
• When the supervisor is happy with the content,
  student to submit online (in the case where the
  on-line system is not working, a note will be put
  up on the Website)
• They will receive online feedback from Faculty
• Due end of the week of Day 3

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The Learning Agreement Contd.

• Key elements
• Three learning goals
• Personal and professional development of the
  student
• Supervisors goal what do you want the student
  to take away from this experience?
• Student contribution to the service / community
• Activities / tasks relating to each goal
• Timeline for completing activities / tasks

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The Learning Agreement

• Sample Learning Agreement
• Review
• Use during supervision sessions to track students
  progress
• Change / amend as required

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The Faculty Field Liaison visit Days 5-7

• Purpose
• To provide onsite guidance and support to
  students and Supervisors
• Identify / assist in the resolution of any
  difficulties
• Responsibility
• The FFLO will contact you to arrange a suitable
  time around Day 4 (22nd August)
• Format of meeting
• Supervisor student Supervisor and student

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The Faculty Field Liaison visit

• Feedback
• An evaluation form is submitted following the
  visit
• CPP Coordinator will follow up on any identified
  issues
• Used as part of overall program evaluation
• Provided to Agency Coordinators

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Completing Ongoing Assessment, Supervision and
Feedback

• Purpose
• Discussion of activities
• Debriefing student at the end of the day
• Planning for the next CPP day or mini-block
  placement
• Review student progress
• Evidence
• Field Educators Monitoring and Assessment of
  Student Form
• Incorporate changes to the Learning Agreement

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and final term assessment Day 11/12

• Purpose
• Final review of student performance and learning
• Completion of placement hours
• Providing an overall recommendation on the
  successful completion of the placement
• Evidence
• Learning Agreement and Supervisor / staff /
  feedback
• Field Educators monitoring and assessment of
  student

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The Final Placement Report due week 13

• Purpose
• Capture placement experiences, initiatives,
  outcomes
• Capture impact on personal and professional
  development of the student
• Showcase any physical materials such as a
  brochure or presentation
• Student should work on the report independently
  outside of placement hours
• (see Page 19 in Handbook for greater detail)

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Debrief

• Student Debrief
• Integration lecture
• Lecture discussion during week 14
• Complete a program evaluation
• Supervisors feedback session
• You will be invited to participate in a focus
  group session at the end of the year and provide
  feedback to the faculty on the program

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Process for managing difficulties

• Regular supervision session
• Provision for a private discussion
• Outline the specific concern
• Specify your expectations
• Identify, negotiate strategies to manage issue
• Specify a date for review
• Document agreement and provide a copy to the
  student
• Notify CPP Coordinator

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Managing difficulties

• First review meeting
• Have the expectations been met?
• If not, contact the CPP Coordinator
• Second review meeting
• Meeting with CPP Faculty, student and Field
  Educator
• Discussion on issues of concern
• Review and agree an appropriate course of action
• Set a date for review
• CPP Faculty will document meeting and provide
  copies to Student and Field Educator
• Agency Coordinator will be informed

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Managing difficulties

• Final review meeting
• CPP Faculty will meet again with the student and
  Field Educator to discuss progress
• If expectations have not been met
• Issues regarding Student performance will be
  referred to the Associate Dean
• Issues regarding the ability of the
  placement/Field Educator to meet expectations
  will be referred to the Agency Coordinator

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Withdrawal from the placement

• Should the student / field educator / CPP faculty
  recommend withdrawal from the placement
• A meeting will be held to discuss the reasons for
  requesting withdrawal. If parties cannot agree
  on a pathway for resolving issues the student
  will be withdrawn
• Student will be required to repeat CPP, or if
  completing in semester 4, repeat Year 2!

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Summary of Roles and Responsibilities

• Field Educator
• Provide an orientation to the agency
• Work with the student to complete the Learning
  Agreement
• Identify and assign tasks which will
• Be of benefit to the agency staff clients
  community
• Allow student to address learning goals
• Facilitate regular supervision sessions
• Complete a ongoing and final CPP assessment of
  each student
• Meet with the Faculty liaison officer to discuss
  the progress of the placement
• Report any difficulties to the CPP Coordinator /
  FFLO as soon as possible

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Summary of Roles and Responsibilities

• Student
• Take initiative!
• Demonstrate professional attitudes and behaviour
• Follow the guidance and direction of Supervisor
• Complete a minimum of 78-hours on placement over
  12-weeks
• Complete all assessment tasks and checklist items
  listed
• Meet with the Faculty liaison officer
• Work with the Field Educator, FFLO and/or faculty
  staff to resolve any placement difficulties in a
  timely manner

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Summary of Roles and Responsibilities

• Faculty Field Liaison Officer
• Discuss learning goals with the Field Educator
  and student
• Outline criteria for acceptable performance
• Assess the progress of the placement
• Complete a placement evaluation
• Identify any difficulties and report these to the
  CPP Coordinator for follow up.

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Summary of Roles and Responsibilities

• CPP Academic Convenor
• Academic leadership for the program
• Managing academic progress and serious placement
  difficulties
• CPP Coordinator
• Overall coordination of program
• Managing communication between all key
  stakeholders
• Providing support and guidance to all key
  stakeholders
• CPP Adviser
• Providing guidance on student difficulties
• Input into program development and implementation

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CPP Evaluation

• FFLO Evaluation
• Final CPP Field Educator Evaluation of the
  program
• Completed during focus group at end-of-year
• Student Evaluation
• Completed following final debriefing session

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Positive Outcomes

• Developed ability to engage with various target
  populations (elderly, kids, youth, etc)
• Improved communication skills
• Increased knowledge and awareness of social
  justice issues
• Better understanding of a range of issues
• Appreciation of varying value systems and beliefs
  including own
• Increased awareness of personal values and the
  need to be non-judgemental as a professional.

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Personally I was lucky and had a great placement
for the future, I believe most placements
should somewhat model on this one to maximise the
potential of CPP and embrace student enjoyment.
It offers interaction with clients, as well as an
understanding, not just computer interaction!
On reflection, many of my experiences and
encounters have transformed my impressions of
patient treatment and what it means to be a
doctor when treating patients with sensitive and
challenging social circumstances. It became
increasingly evident that treating a patient
spanned far beyond the provision of medications
and procedures. Many in society arent afforded
the same opportunities, therefore it seems
fundamental to patient treatment that doctors
have a firm understanding of the issues their
patients are facing. The skills developed at my
placement will hopefully benefit my outlook on
medical practice for years to come.
41
Indicators of success for CPP

• Increased numbers of partnerships between Monash
  University and the community From 4 in 2003 to
  over 30 in 2006.
• Mutually agreed upon CPP goal and objectives,
  operating principles, expectations
• Clarity in communication, leadership, power
  sharing, decision-making
• Sharing of roles community-based educators,
  co-learners, Faculty Field Liaisons role in
  community
• Sustained commitment, willingness to learn
  together and collaborate for long-term
• Evaluation responsiveness to all constituents --
  the community, faculty, students, and partnership
  itself.
• Validation by Faculty and Partners including
  supervisors the merits and value of evaluation,
  that provides the evidence of action and results
  to be accepted.
• Selected for the VCs Teaching in Excellence
  Showcase -2005.