A student-led curriculum framework for homeless and vulnerably housed populations
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RESEARCH ARTICLE
Open Access
A student-led curriculum framework for homeless and vulnerably housed populations Syeda Shanza Hashmi, Ammar Saad, Caroline Leps, Jamie Gillies-Podgorecki, Brandon Feeney, Courtney Hardy, Nicole Falzone, Doug Archibald, Tuan Hoang, Andrew Bond, Jean Wang, Qasem Alkhateeb, Danielle Penney, Amanda DiFalco and Kevin Pottie*
Abstract Background: Medical student demands for competency based homeless health education is increasing. Indeed, humans living homeless is a treatable health and social emergency. This innovation report outlines the initial development of an education framework for homeless health. Methods: A medical student task force and educators conducted a mixed method study, including a scoping review of homeless health curriculum and competencies, a cross-country survey of medical students, and unique clinical guidelines. The task force collaborated with persons with lived experience and clinical guideline developers from the Homeless Health Research Network. The students presented at the Toronto Homeless Health Summit and refined the framework with feedback from homeless health experts. Results: The main outcome was an evidence-based Homeless Health Curriculum Framework. It uses seven core competencies; with communication, advocacy, leadership, and upstream approaches playing the strongest roles. The framework integrated the new clinical guideline (housing, income assistance, case management and addiction). In addition, it identified approaches to support mental health care with trauma informed and patient centered care. It identified public health values, clinical objectives, and case studies. The framework aims to inform the design, delivery, service learning and evaluation for medical school curriculum. Conclusions: This student-led curriculum framework can support the design, implementation, delivery and evaluation of homeless health within the undergraduate medical curriculum. The framework can lay the foundation for new doctors, research and development; support consistency across programs; and support the creation of national learning and evaluation tools. Keywords: Curricular framework, CanMeds, Homeless and vulnerably housed populations, Social accountability, Health equity
* Correspondence: [email protected] MD MClSc CCFP FCFP; Department of Family Medicine, Bruyere Research Institute, University of Ottawa, Family Medicine Centre 75 Bruyere St, Ottawa, ON K1N 5C8, Canada © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's C
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