Characterizing the Community Collaborations of a Community-Based Student-Run Clinic.

INTRODUCTION: Community-based student-run free clinics (SRCs) can advance health on a community level by reaching populations not served by other organizations and serving as an access point to the healthcare system. However, little is known about the scope of community-engaged efforts undertaken by SRCs, including interorganizational partnerships and relationship-building activities. The primary objective of this study was to characterize the community collaborations of an interprofessional SRC located in a high-poverty area. METHODS: Qualitative data was collected through semi-structured interviews with key stakeholders, which included student volunteers holding leadership roles, representatives of community-based organizations, and current and former members of the community advisory board. RESULTS: Key informant interviews with student and community leaders offered insight into local community outreach activities and the community advisory board. Findings revealed opportunities to impact community health through more intentional collaboration and relationship-building. CONCLUSIONS: This exploratory study adds to literature suggesting that community-based SRCs can address service gaps in medically underserved communities while advancing community health through intentional community engagement.

The Value of Student-Run Clinics for Premedical Students: A Multi-Institutional Study.

INTRODUCTION: Research has shown that student-run clinics (SRCs) are ideal experiential learning arenas for medical students, but no studies have characterized the impact of SRC participation on premedical students. METHODS: We conducted a retrospective cohort study with newly matriculated first-year medical students at five California medical schools to determine the impact of premedical involvement in SRCs. Participants completed an anonymous one-time online survey that included demographic information and questions regarding SRC involvement prior to medical school. RESULTS: Two-hundred eighty-seven out of 588 (48.2%) newly matriculated first-year medical students responded, with 17.4% of respondents reporting that they had volunteered in SRCs prior to medical school. These students identified SRCs as meaningful venues for developing patient interaction skills and finding medical student and physician mentors. DISCUSSION: Prior to medical school matriculation, SRC experiences may be important experiential learning arenas, providing premedical students with an authentic clinical setting and access to mentors.

Revolutionizing volunteer interpreter services: an evaluation of an innovative medical interpreter education program.

BACKGROUND: In our ever-increasingly multicultural, multilingual society, medical interpreters serve an important role in the provision of care. Though it is known that using untrained interpreters leads to decreased quality of care for limited English proficiency patients, because of a short supply of professionals and a lack of formalized, feasible education programs for volunteers, community health centers and internal medicine practices continue to rely on untrained interpreters. OBJECTIVE: To develop and formally evaluate a novel medical interpreter education program that encompasses major tenets of interpretation, tailored to the needs of volunteer medical interpreters. DESIGN: One-armed, quasi-experimental retro-pre-post study using survey ratings and feedback correlated by assessment scores to determine educational intervention effects. PARTICIPANTS: Thirty-eight students; 24 Spanish, nine Mandarin, and five Vietnamese. The majority had prior interpreting experience but no formal medical interpreter training. OUTCOME MEASURES: Students completed retrospective pre-test and post-test surveys measuring confidence in and perceived knowledge of key skills of interpretation. Primary outcome measures were a 10-point Likert scale for survey questions of knowledge, skills, and confidence, written and oral assessments of interpreter skills, and qualitative evidence of newfound knowledge in written reflections. RESULTS: Analyses showed a statistically significant (P <0.001) change of about two points in mean self-ratings on knowledge, skills, and confidence, with large effect sizes (d > 0.8). The second half of the program was also quantitatively and qualitatively shown to be a vital learning experience, resulting in 18 % more students passing the oral assessments; a 19 % increase in mean scores for written assessments; and a newfound understanding of interpreter roles and ways to navigate them. CONCLUSIONS: This innovative program was successful in increasing volunteer interpreters' skills and knowledge of interpretation, as well as confidence in own abilities. Additionally, the program effectively taught how to navigate the roles of the interpreter to maintain clear communication.