Sharing your Success Publish in the Journal of the National AHEC Organization

Sharing your SuccessSharing your Success

Publish in the Publish in the Journal of the National AHEC Journal of the National AHEC

OrganizationOrganization  

HistoryHistory

Bulletin began in 1983 by California AHEC where it Bulletin began in 1983 by California AHEC where it stayed until 1995 stayed until 1995

In 1995, it moved to the Arizona AHEC Program and In 1995, it moved to the Arizona AHEC Program and in 2003 moved to NAO in 2003 moved to NAO

Original purpose was to share the news of the AHEC Original purpose was to share the news of the AHEC Programs and called the Programs and called the National AHEC BulletinNational AHEC Bulletin

Name changed to Journal of the National AHEC Name changed to Journal of the National AHEC Organization in 2010 to reflect the evolution of the Organization in 2010 to reflect the evolution of the publication.publication.

HistoryHistory

Audiences in 1983 were AHEC Program Audiences in 1983 were AHEC Program Directors and Center DirectorsDirectors and Center Directors– to exchange ideas and identify contactsto exchange ideas and identify contacts– to develop a sense of collegiality to develop a sense of collegiality – ‘‘get the big picture’get the big picture’

Academic partners such as deans, chancellors Academic partners such as deans, chancellors and department chairs and department chairs – to lend credibility to the AHEC movement to lend credibility to the AHEC movement – advance the cause of decentralized education advance the cause of decentralized education

HistoryHistory

External Audience i.e., Congress, Executive External Audience i.e., Congress, Executive Branch, state legislatures Branch, state legislatures – to let them know how the money was being usedto let them know how the money was being used– address issues relative to national policy affecting address issues relative to national policy affecting

AHEC objectivesAHEC objectives– to stimulate discussion of significant issues with to stimulate discussion of significant issues with

overlapping interest between federal and state overlapping interest between federal and state governments. governments.

HistoryHistory

Currently the Editorial Board is a standing Currently the Editorial Board is a standing committee of NAO committee of NAO

Two co-chairs (representing an AHEC Program Two co-chairs (representing an AHEC Program Office and an AHEC Center) Office and an AHEC Center)

Members represent either an AHEC Program or Members represent either an AHEC Program or an AHEC Centeran AHEC Center

AudienceAudience

Primary Audience Primary Audience – AHECs AHECs – Program OfficesProgram Offices– Universities Universities – Boards of Directors Boards of Directors – Federal AHEC OfficeFederal AHEC Office– State Policy Makers State Policy Makers

Secondary AudienceSecondary Audience– Political LeadersPolitical Leaders– Policy MakersPolicy Makers– Community Leaders Community Leaders – Other Organizations Other Organizations – Other Federal Other Federal

agenciesagencies

        What does our audience want to What does our audience want to hear?hear?

What we do What we do Why we do it Why we do it How it benefits othersHow it benefits othersWhen it happened, or what it impactedWhen it happened, or what it impactedWhere it happened, or impacted Where it happened, or impacted Who we do it forWho we do it forWhy AHEC is the one to do the Why AHEC is the one to do the activity/event/programactivity/event/programOUTCOMESOUTCOMES

Why is it difficult to write for the Why is it difficult to write for the Journal?Journal?

Not sure what to writeNot sure what to write

Difficulty understanding the Call for Articles Difficulty understanding the Call for Articles

Not enough time Not enough time

Have too many other things to write Have too many other things to write

Unsure if our activities/programs are appropriate Unsure if our activities/programs are appropriate

Why write for the Journal?Why write for the Journal?

To informTo inform

To educateTo educate

To bring awarenessTo bring awareness

To share successesTo share successes

Professional developmentProfessional development

        So where do I start? So where do I start?   

Write about what you know!Write about what you know!

Make your article speak to your Make your article speak to your center/program(s) uniqueness center/program(s) uniqueness

Answer the questions (Who, What, Why, Answer the questions (Who, What, Why, Where, When, How) Where, When, How)

Write and ask for help if needed Write and ask for help if needed

Resources available to authorsResources available to authors

AP and APA Style Guides--use the AP for AP and APA Style Guides--use the AP for editorial rules and APA for footnoteseditorial rules and APA for footnotes

Issue guest editors--noted in the most Issue guest editors--noted in the most current Call for Articlescurrent Call for Articles

Other members of the Editorial Board--Other members of the Editorial Board--found in back of Journalfound in back of Journal

Article 1Article 1

Their Dreams Are Our MissionTheir Dreams Are Our Mission

Article reference:

Joycelyn Hubbard Metro Academic and Classical High School (and future doctor) St. Louis, Missouri

Nazly Guzmán-SingletaryHealth Professions Program CoordinatorEast Central Missouri AHEC

A high school student’s personal connection to the health career opportunitiesprovided by the East Central Missouri AHEC is described. By making the most

of AHEC programming, she is developing the resources to support hereducational goals.

WHOWHO-This gives a nice picture of who Joycelyn is -This gives a nice picture of who Joycelyn is and her interests.and her interests.

Joycelyn Hubbard is a bright, articulate senior at Joycelyn Hubbard is a bright, articulate senior at Metro Metro

and Classical High School in St. Louis, Missouri. and Classical High School in St. Louis, Missouri. She excels inside and outside the classroom. She She excels inside and outside the classroom. She is not only an avid soccer player but also a painter, is not only an avid soccer player but also a painter, sculptor, and writer whose poems have appeared sculptor, and writer whose poems have appeared in two collections--“A Celebration of Young in two collections--“A Celebration of Young Writers” and “My Sisters’ Voices--Sisters of Color Writers” and “My Sisters’ Voices--Sisters of Color Speak Out.”Speak Out.”

WHATWHAT—Concisely says what she wants to —Concisely says what she wants to become.become. In addition, she aspires to become a In addition, she aspires to become a physician. She hopes to attend Xavier University physician. She hopes to attend Xavier University of Louisiana, an institution with a great academic of Louisiana, an institution with a great academic reputation and an excellent tradition of preparing reputation and an excellent tradition of preparing African-Americans for medical school.African-Americans for medical school.

WHYWHY-Describes why she arrived at her decision to become -Describes why she arrived at her decision to become a doctor.a doctor.

Though Joycelyn has not always known she wanted to Though Joycelyn has not always known she wanted to become a doctor, she says that become a doctor, she says that “for as long as I can “for as long as I can remember I have been interested in the field of medicine.” remember I have been interested in the field of medicine.” Several of her relatives are nurses and she was introduced Several of her relatives are nurses and she was introduced to the profession at an early age. Later, as she learned to the profession at an early age. Later, as she learned that she had an aptitude for math and science, her interest that she had an aptitude for math and science, her interest grew.grew.

WHEREWHERE—Describes where she further cultivated her —Describes where she further cultivated her decision.decision. Her attendance at a Saturday scholars program Her attendance at a Saturday scholars program at Washington University cultivated that interest even at Washington University cultivated that interest even furthered.furthered. Shortly after attending the program, Joycelyn Shortly after attending the program, Joycelyn contacted East Central Missouri AHEC (ECMO AHEC) contacted East Central Missouri AHEC (ECMO AHEC) after being referred by a family friend, a nurse practitioner after being referred by a family friend, a nurse practitioner at the office of Joycelyn’s primary care physician. at the office of Joycelyn’s primary care physician.

WHENWHEN and and WHEREWHERE - Describes when she has - Describes when she has pursued her educational opportunities and goals pursued her educational opportunities and goals and where she went to do it.and where she went to do it.

During the past two yearsDuring the past two years, she has taken full , she has taken full advantage of the support AHEC offers potential advantage of the support AHEC offers potential physicians. Among the activities Joycelyn physicians. Among the activities Joycelyn cherishes most is the wide exposure to the field cherishes most is the wide exposure to the field of medicine. of medicine. The AHEC Career Enhancement The AHEC Career Enhancement Scholars (ACES) Primary Care Resources Scholars (ACES) Primary Care Resources Initiative for Missouri (PRIMO) Summit, a mini-Initiative for Missouri (PRIMO) Summit, a mini-medical camp held at the University of Missouri-medical camp held at the University of Missouri-Columbia, has strengthened Joycelyn’s Columbia, has strengthened Joycelyn’s commitment to become a doctor.commitment to become a doctor.

HOWHOW—Describes the opportunities and how they —Describes the opportunities and how they helped her in understanding more about her helped her in understanding more about her career goals.career goals. She had the opportunity to live on campus, tour She had the opportunity to live on campus, tour the facilities, visit a cadaver lab, shadow the facilities, visit a cadaver lab, shadow different health professionals and interact with different health professionals and interact with other students with similar career goals.other students with similar career goals. Joycelyn says that the medical camp gave her Joycelyn says that the medical camp gave her “the experience of actually being in medical “the experience of actually being in medical school.”school.”

HOWHOW—Further describes how she took advantage of —Further describes how she took advantage of opportunities and how they helped her and her family opportunities and how they helped her and her family better understand the process of becoming a physicianbetter understand the process of becoming a physician ..

As an ACES student, As an ACES student, Joycelyn has attended several Joycelyn has attended several workshops organized by ECMO AHEC. At a workshop workshops organized by ECMO AHEC. At a workshop designed to introduce students and parents to the designed to introduce students and parents to the process of acquiring financial aid, Joycelyn and her process of acquiring financial aid, Joycelyn and her mother were able to better assess the monetary cost of mother were able to better assess the monetary cost of a medical education, learn about the federal student a medical education, learn about the federal student loans, scholarships and other resources available.loans, scholarships and other resources available. Joycelyn assessed the overall value of the workshop Joycelyn assessed the overall value of the workshop when she said “being the first child in my family to go when she said “being the first child in my family to go off to college this was a great workshop… [It] … gave us off to college this was a great workshop… [It] … gave us an idea of what colleges and medical schools would an idea of what colleges and medical schools would cost.” cost.”

Another workshop, held at Saint Louis University Another workshop, held at Saint Louis University School of Medicine during National Primary Care Week, School of Medicine during National Primary Care Week, offered the opportunity to hear panels of healthcare offered the opportunity to hear panels of healthcare professionals and medical students speak.professionals and medical students speak. She strongly She strongly identified with one student and was glad to see “an identified with one student and was glad to see “an African-American woman from the same kind of African-American woman from the same kind of environment [she] came from.” environment [she] came from.”

Describes AHEC’s ImpactDescribes AHEC’s Impact on Parents—Parents on Parents—Parents can help advocate for AHEC with their federal can help advocate for AHEC with their federal and state legislators.and state legislators.

The parents in attendance greatly appreciated The parents in attendance greatly appreciated the insight that the medical students provided the insight that the medical students provided and praised ECMO AHEC’s efforts in providing and praised ECMO AHEC’s efforts in providing outstanding programming, preparation for outstanding programming, preparation for college, and encouragement and advocacy for college, and encouragement and advocacy for the childrenthe children. Summarizing the experience, . Summarizing the experience, Joycelyn called the workshop “an eye-opener.”Joycelyn called the workshop “an eye-opener.”

Describes the Difference AHECDescribes the Difference AHEC MadeMade—The —The AHEC ‘Difference’ is what distinguishes us from AHEC ‘Difference’ is what distinguishes us from others. It’s what we use to tell our story and others. It’s what we use to tell our story and explain why AHEC funding is so important.explain why AHEC funding is so important.

Joycelyn is grateful for the difference that ECMO Joycelyn is grateful for the difference that ECMO AHEC is making in her life.AHEC is making in her life. She recognizes that She recognizes that the support, resources and follow-up provided by the support, resources and follow-up provided by AHEC are not readily available elsewhere. AHEC are not readily available elsewhere. Joycelyn points out, “AHEC has resources that Joycelyn points out, “AHEC has resources that my school does not offer.”my school does not offer.” An example of such a An example of such a resource is the ACT preparation workshop resource is the ACT preparation workshop organized by AHEC. Of this ACT workshop organized by AHEC. Of this ACT workshop Joycelyn has said: Joycelyn has said: “This gave me an idea of what “This gave me an idea of what skills I needed to improve on the ACT test. This skills I needed to improve on the ACT test. This was significant since it offered me something was significant since it offered me something that my school did not provide.that my school did not provide. The ACES The ACES program allowed me to attend this course for program allowed me to attend this course for free.”free.”

Spreading the AHEC Success Spreading the AHEC Success Story—Story—DescribesDescribes the the successsuccess of an AHEC program at a high level forum. This of an AHEC program at a high level forum. This is what we need to happen regularly to educate decision-is what we need to happen regularly to educate decision-makers about what we do and why.makers about what we do and why.

Recently, Joycelyn joined the Missouri AHEC effort to Recently, Joycelyn joined the Missouri AHEC effort to advocate for continued funding of AHEC programs. advocate for continued funding of AHEC programs. Testifying in front of the Missouri State Legislature in Testifying in front of the Missouri State Legislature in Jefferson City, Joycelyn spoke about her experiences with Jefferson City, Joycelyn spoke about her experiences with AHEC. As she eloquently highlighted the many AHEC. As she eloquently highlighted the many opportunities she has had since joining AHEC; Joycelyn opportunities she has had since joining AHEC; Joycelyn emphasized that these were experiences she would not emphasized that these were experiences she would not have otherwise had.have otherwise had.

Because of Joycelyn’s determination and her participation Because of Joycelyn’s determination and her participation in ECMO AHEC, it does not require much imagination to in ECMO AHEC, it does not require much imagination to picture Joycelyn a few years from now as a medical student picture Joycelyn a few years from now as a medical student who will address another group of AHEC students and their who will address another group of AHEC students and their parents. At ECMO AHEC, we are pleased to enhance the parents. At ECMO AHEC, we are pleased to enhance the lives of our students; students such as Jocelyn Hubbard lives of our students; students such as Jocelyn Hubbard who, when she graduates from college, will be the first in who, when she graduates from college, will be the first in her immediate family to earn a four-year degree. her immediate family to earn a four-year degree.

Article 2Article 2

A Statewide Partnership A Statewide Partnership

that Worksthat Works

A A STATEWIDE PARTNERSHIP THAT WORKSSTATEWIDE PARTNERSHIP THAT WORKS

Who, What, Why, WhenWho, What, Why, When

In 1996, the Deans of South Carolina’s two medical schoolsIn 1996, the Deans of South Carolina’s two medical schools met to discuss how they could collaborate on a joint met to discuss how they could collaborate on a joint educational initiative. South Carolina has a large rural, educational initiative. South Carolina has a large rural, underserved population, underserved population, and both Deans wanted to provide and both Deans wanted to provide medical students with the opportunity to learn about and medical students with the opportunity to learn about and address some of the significant health care needs in our address some of the significant health care needs in our state. Thus gave rise to the Deans’ Rural Primary Care state. Thus gave rise to the Deans’ Rural Primary Care Clerkship (DRPCC).Clerkship (DRPCC).

The two medical schools are both situated in urban areas-the Medical The two medical schools are both situated in urban areas-the Medical University of South Carolina (MUSC) in Charleston and the University University of South Carolina (MUSC) in Charleston and the University of South Carolina (USC) in Columbia. Neither school had a sufficient of South Carolina (USC) in Columbia. Neither school had a sufficient number of clinical sites or the infrastructure to provide rural number of clinical sites or the infrastructure to provide rural

experiences for all their students. experiences for all their students. HowHow

It became clear that a partnership with the SC AHEC would be It became clear that a partnership with the SC AHEC would be strategic for creating a successful educational program. The faculty strategic for creating a successful educational program. The faculty coordinators for the DRPCC met to articulate the goals, objectives, and coordinators for the DRPCC met to articulate the goals, objectives, and to develop the curriculum for this educational experience. The plan to develop the curriculum for this educational experience. The plan was to eventually have all third year medical students spend one was to eventually have all third year medical students spend one month in a rural community, and the first cohort of 19 students at month in a rural community, and the first cohort of 19 students at MUSC each volunteered for a one-year pilot of the rotation which MUSC each volunteered for a one-year pilot of the rotation which

began in July 1998.began in July 1998.

HowHow

The SC AHEC staff worked closely with the The SC AHEC staff worked closely with the representatives from the medical schools to arrange for the representatives from the medical schools to arrange for the housing and to orient the students when they arrived in housing and to orient the students when they arrived in their rural communities.their rural communities. The students saw patients in the The students saw patients in the offices of their physician preceptors, rounded in the offices of their physician preceptors, rounded in the hospital with their preceptors, made home visits, and hospital with their preceptors, made home visits, and helped develop community-responsive health projects helped develop community-responsive health projects using the principles of community-oriented primary care using the principles of community-oriented primary care and continuous quality improvement.and continuous quality improvement.

OutcomesOutcomes

(student) "I was made to feel as a valued member (student) "I was made to feel as a valued member of the practice and community."of the practice and community."(student) "She (the preceptor) made me think (student) "She (the preceptor) made me think independently, as if I were the doctor. And so, I independently, as if I were the doctor. And so, I rose to the occasion. I felt like my being there rose to the occasion. I felt like my being there actually mattered."actually mattered."

The one-year pilot was very successful, and the DRPCC was instituted The one-year pilot was very successful, and the DRPCC was instituted as a requirement for all third year medical students in July 1999. An as a requirement for all third year medical students in July 1999. An emphasis during the initial years of the DRPCC was to prepare the emphasis during the initial years of the DRPCC was to prepare the students to help improve the care of people with diabetes residing in students to help improve the care of people with diabetes residing in the rural communities. Students visited people in their homes who the rural communities. Students visited people in their homes who were living with diabetes and helped identify improvements the patients were living with diabetes and helped identify improvements the patients would like to make in the control of their diabetes. would like to make in the control of their diabetes. (student) "I learned much more about the depth of patients' needs (student) "I learned much more about the depth of patients' needs when I visited their homes. These home visits showed me what a when I visited their homes. These home visits showed me what a tremendous opportunity existed for impacting lives beyond the chief tremendous opportunity existed for impacting lives beyond the chief complaint at the clinic."complaint at the clinic."The two medical schools collaborated on grant applications to two The two medical schools collaborated on grant applications to two foundations that helped fund the DRPPC. The money was used to pay foundations that helped fund the DRPPC. The money was used to pay

for the servicesfor the services of the faculty leaders and SC AHEC health professions of the faculty leaders and SC AHEC health professions student (HPS) coordinators, and some funds were used for student student (HPS) coordinators, and some funds were used for student housing and travel.housing and travel.

OutcomesOutcomes

This joint venture between the SC AHEC and the faculty from the two This joint venture between the SC AHEC and the faculty from the two medical schools has resulted in a most gratifying, inspiring educational medical schools has resulted in a most gratifying, inspiring educational program. The four AHEC regions in South Carolina now each employ program. The four AHEC regions in South Carolina now each employ two full-time HPS coordinators. Students return to their campuses at two full-time HPS coordinators. Students return to their campuses at the completion of each rotation with enthusiastic comments about the the completion of each rotation with enthusiastic comments about the enjoyment and satisfaction they derived from working in rural, enjoyment and satisfaction they derived from working in rural, underserved communities. The HPS coordinators regularly travel to underserved communities. The HPS coordinators regularly travel to hear the students report on the outcomes of their community projects, hear the students report on the outcomes of their community projects, many of which have resulted in major improvements in the health care many of which have resulted in major improvements in the health care provided in rural communities. For example, this collaborative effort provided in rural communities. For example, this collaborative effort led to a $1,000,000 grant from a community foundation to establish a led to a $1,000,000 grant from a community foundation to establish a Diabetes Education Center in a rural community. The work of the Diabetes Education Center in a rural community. The work of the students and the HPS coordinators contributed greatly to the students and the HPS coordinators contributed greatly to the successful application for these funds.successful application for these funds.

Another example of a positive outcome from a student-initiated project Another example of a positive outcome from a student-initiated project is the “Right Way to Health” Campaign that arose in another rural is the “Right Way to Health” Campaign that arose in another rural community. As part of an initiative to raise awareness of the health community. As part of an initiative to raise awareness of the health implications of obesity and to help individuals make lifestyle changes, a implications of obesity and to help individuals make lifestyle changes, a walking path was constructed on the grounds of the local community walking path was constructed on the grounds of the local community hospital. This exercise path resulted from the collaborative energy of hospital. This exercise path resulted from the collaborative energy of the medical students and community volunteers, all with the common the medical students and community volunteers, all with the common goal of contributing to improving the health status of the residents in this goal of contributing to improving the health status of the residents in this rural community. rural community. "The South Carolina Rural Health Association is proud to honor the "The South Carolina Rural Health Association is proud to honor the Deans Rural Primary Care Clerkship as its recipient of the Outstanding Deans Rural Primary Care Clerkship as its recipient of the Outstanding Community Health Project Award (February 2003). The outstanding Community Health Project Award (February 2003). The outstanding work being done by the leaders at MUSC, USC, SC AHEC, as well as work being done by the leaders at MUSC, USC, SC AHEC, as well as the rural physicians which whom the students work, is an impressive the rural physicians which whom the students work, is an impressive testimony to the dedication and enthusiasm all these people have for testimony to the dedication and enthusiasm all these people have for the importance of providing all medical students in South Carolina with the importance of providing all medical students in South Carolina with an excellent experience in rural medicine."an excellent experience in rural medicine."

To make a five-year story brief, the bottom line is that the DRPTo make a five-year story brief, the bottom line is that the DRPCCC has C has been a very successful educational program. In fact, during the been a very successful educational program. In fact, during the academic year 2002-03, this one-month clerkship was rated #1 by the academic year 2002-03, this one-month clerkship was rated #1 by the medical students among all third year clinical rotations at MUSC. As a medical students among all third year clinical rotations at MUSC. As a result, the decision was made at MUSC to merge the DRPCC with the result, the decision was made at MUSC to merge the DRPCC with the required one-month family medicine clerkship to form the two-month required one-month family medicine clerkship to form the two-month Family Medicine/Rural Clerkship. Beginning in July 2003, all MUSC Family Medicine/Rural Clerkship. Beginning in July 2003, all MUSC medical students spend two months in a rural community. This change medical students spend two months in a rural community. This change at MUSC aligned the clerkship with the framework at USC, which had at MUSC aligned the clerkship with the framework at USC, which had previously designed the rotation as two months in duration. The format previously designed the rotation as two months in duration. The format for the two month long educational experience is slightly different for the for the two month long educational experience is slightly different for the USC medical students, but the two medical schools utilize the same USC medical students, but the two medical schools utilize the same educational objectives to guide this educational program. Thus, educational objectives to guide this educational program. Thus, students from the two medical schools are able to participate in a students from the two medical schools are able to participate in a clerkship site sponsored by the other school and interact with students clerkship site sponsored by the other school and interact with students from the other medical school.from the other medical school.

The contributions of the SC AHEC HPS coordinators have increased as The contributions of the SC AHEC HPS coordinators have increased as the relationship between the SC AHEC and the medical schools has the relationship between the SC AHEC and the medical schools has deepened. Their primary function is still to serve the students. They deepened. Their primary function is still to serve the students. They arrange student housing in many rural communities and orient the arrange student housing in many rural communities and orient the students to the communities. They work with the Education Directors at students to the communities. They work with the Education Directors at both medical schools to assist with the placement of students. The HPS both medical schools to assist with the placement of students. The HPS coordinators act as a bridge between the students - an all-important step coordinators act as a bridge between the students - an all-important step in helping sustain the momentum for the students’ community-oriented in helping sustain the momentum for the students’ community-oriented projects. Similarly, the HPS coordinators provide continuity when projects. Similarly, the HPS coordinators provide continuity when students identify and visit patients who had previously been seen at students identify and visit patients who had previously been seen at home by students during previous rotations. The HPS coordinators visit home by students during previous rotations. The HPS coordinators visit the students in their community practices on a regular basis and are the students in their community practices on a regular basis and are available to provide students with encouragement and assistance.available to provide students with encouragement and assistance. (student) "Great advice and assistance. Great housing. Thanks!!!" (student) "Great advice and assistance. Great housing. Thanks!!!"

WhereWhere

The SC AHEC HPS coordinators now play a primary role in The SC AHEC HPS coordinators now play a primary role in recruiting new rural community preceptors. As a result of recruiting new rural community preceptors. As a result of their in-depth knowledge of the communities in which they their in-depth knowledge of the communities in which they actually live and work, they are vastly expanding the reach actually live and work, they are vastly expanding the reach of the two medical schools. of the two medical schools. Over 55 rural communities in Over 55 rural communities in 36 of South Carolina's 46 counties are opening their hearts 36 of South Carolina's 46 counties are opening their hearts and resources to students.and resources to students. These numbers continue to These numbers continue to grow! And since many of the medical students are from grow! And since many of the medical students are from South Carolina, these rural communities are now enjoying South Carolina, these rural communities are now enjoying the pleasure of seeing local students "come home" to learn the pleasure of seeing local students "come home" to learn and to give back to their communities. The students have and to give back to their communities. The students have been very pleased about the opportunity to work with been very pleased about the opportunity to work with physicians in their hometowns. physicians in their hometowns.

OutcomesOutcomes

(student) (student) "Loved the one-on-one contact with the physician "Loved the one-on-one contact with the physician - able to learn so much! One of the best, sharpest learning - able to learn so much! One of the best, sharpest learning curve rotations!"curve rotations!"(preceptor)(preceptor) "Student presence in the practice benefits staff "Student presence in the practice benefits staff and patients - morale in practice is higher when students and patients - morale in practice is higher when students are present. Gives me a better sense of mission. Like are present. Gives me a better sense of mission. Like academic stimulation that comes with teaching. Patients academic stimulation that comes with teaching. Patients like to see fresh faces."like to see fresh faces."(preceptor)(preceptor) "Gives the practice a positive public recognition. "Gives the practice a positive public recognition. Students have a positive effect on community health." Students have a positive effect on community health."

HowHow

The HPS coordinators have also begun to work more The HPS coordinators have also begun to work more closely with the AHEC Family Medicine Residencies. closely with the AHEC Family Medicine Residencies. Coordinators assist with the problem-based learning Coordinators assist with the problem-based learning experiences. They help organize and schedule skill-experiences. They help organize and schedule skill-building activities when their assistance is requested. All building activities when their assistance is requested. All efforts are focused on maximizing the quality of the efforts are focused on maximizing the quality of the students' learning experiences.students' learning experiences.

OutcomesOutcomes

(student) (student) "I've learned that even as a third year student I "I've learned that even as a third year student I can make a difference in a community."can make a difference in a community."(current Family Medicine resident in Charleston)(current Family Medicine resident in Charleston) "My "My wonderful rural clerkship experience was the major factor in wonderful rural clerkship experience was the major factor in my deciding to go into Family Medicine."my deciding to go into Family Medicine."(Upstate AHEC HPS coordinator about a current 4th year (Upstate AHEC HPS coordinator about a current 4th year medical student)medical student) "I was very pleased that one of last year's "I was very pleased that one of last year's clerkship students so enjoyed his clerkship experience at clerkship students so enjoyed his clerkship experience at the Family Medicine Rural Residency in Seneca that he is the Family Medicine Rural Residency in Seneca that he is interviewing to enter their residency program next year!"interviewing to enter their residency program next year!"The HPS coordinators' contributions to the clerkship continue to The HPS coordinators' contributions to the clerkship continue to expand. The last several years has seen an increase in the number of expand. The last several years has seen an increase in the number of SC AHEC Family Medicine Residency graduates becoming preceptors SC AHEC Family Medicine Residency graduates becoming preceptors in the Family Medicine/Rural Clerkship. The HPS coordinators are the in the Family Medicine/Rural Clerkship. The HPS coordinators are the vital element that links these graduates to the clerkship in all regions of vital element that links these graduates to the clerkship in all regions of the state. the state.

Summary concisely reflects how the program Summary concisely reflects how the program addresses AHEC’s mission.addresses AHEC’s mission.

In summary, the partnership between the SC AHEC system In summary, the partnership between the SC AHEC system and the state’s two medical schools has led to an and the state’s two medical schools has led to an innovative, gratifying addition to the education of more than innovative, gratifying addition to the education of more than 200 third year medical students each year. Not only has 200 third year medical students each year. Not only has this program given the students an opportunity to expand this program given the students an opportunity to expand their clinical skills, but it has also enabled them to their clinical skills, but it has also enabled them to contribute in significant ways to the health and well-being of contribute in significant ways to the health and well-being of people residing in rural, underserved communities. This people residing in rural, underserved communities. This partnership has been a win-win situation for everyone partnership has been a win-win situation for everyone involved, and all look forward to continuing this program for involved, and all look forward to continuing this program for

many years to come.many years to come.

For more information about the Family Medicine/Rural Clerkship, please visit our For more information about the Family Medicine/Rural Clerkship, please visit our web sites at web sites at www.musc.edu/fm_ruralclerkship and and www.med.sc.edu/researchandspecialprojects/PCEP.htmwww.med.sc.edu/researchandspecialprojects/PCEP.htmSubmitted by Jeanne Oglesby, Staff Coordinator, MUSC Family Medicine/Rural Submitted by Jeanne Oglesby, Staff Coordinator, MUSC Family Medicine/Rural Clerkship; Donna Kern, MD, Co-Director, MUSC Family Medicine/Rural Clerkship; Donna Kern, MD, Co-Director, MUSC Family Medicine/Rural Clerkship; Clerkship; C. Scott Lamar, MD, Director, USC Family Medicine/Rural Clerkship;C. Scott Lamar, MD, Director, USC Family Medicine/Rural Clerkship; Sandra Kammermann, MS, EdS, Site Education Coordinator, USC Rural Sandra Kammermann, MS, EdS, Site Education Coordinator, USC Rural Clerkship; Alexander Chessman, MD, Co-Director, MUSC Family Clerkship; Alexander Chessman, MD, Co-Director, MUSC Family Medicine/Rural Clerkship; David Garr, MD, Executive Director, South Carolina Medicine/Rural Clerkship; David Garr, MD, Executive Director, South Carolina AHEC.AHEC.