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Abstract #149078

Evelyn T. Ho, MPH¹, Lisa Chamberlain, MD, MPH², Ann Banchoff, MSW, MPH¹, Nancy Ewen Wang, MD³, Laurie Bauer, RN, MSPH⁴, Lourie Campos, MPA⁵, Sara Cody, MD⁶, Rhonda McClinton-Brown, MPH⁵, Scott Morrow, MD, MPH⁷, Dorothy Vura-Weis, MD, MPH⁸, Clarence H. Braddock, MD, MPH⁹, and Neil Gesundheit, MD¹⁰. (1) Office of Community Health, Stanford University School of Medicine, 251 Campus Drive, MSOB x371, MS-5404, Stanford, CA 94538, 6507258799, evelynh@stanford.edu, (2) General Pediatrics, Stanford School of Medicine, 750 Welch Road, Suite 325, Palo Alto, CA 94304, (3) Division of Emergency Medicine, Stanford University Medical Center, 701 Welch Road, Building C, Palo Alto, CA 94304, (4) Ravenswood City School District, 2120 Euclid Avenue, East Palo Alto, CA 94303, (5) Community Health Partnership of Santa Clara County, 100 N. Winchester Boulevard, Suite 250, Santa Clara, CA 95050, (6) Santa Clara County Public Health Department, 645 S. Bascom Avenue, San Jose, CA 95128, (7) Health Officer, San Mateo County Health Department, 225 West 37th Avenue, San Mateo, CA 94403, (8) Assistant Health Officer, San Mateo County Health Department, 225 West 37th Avenue, San Mateo, CA 94403, (9) General Internal Medicine, Stanford University Medical Center, 251 Campus Drive, MSOB x210, Stanford, CA 94305, (10) Department of Medicine -Endocrinology, Stanford University School of Medicine, 251 Campus Drive, MSOB x321, Stanford, CA 94305

The Stanford University School of Medicine's required Population Health curriculum provides future physicians with a population health perspective and an understanding of the physician role in influencing policies and political processes that affect health. This curriculum combines collaborative projects between students and community partners, seminars, and didactics to expose future physicians to a population health perspective. Resulting from a collaboration between community agencies, local health departments, and the medical school, the curriculum was informed by a survey of both the literature and existing population health curricula. Community partners serve as lecturers, facilitators, and project leaders, bringing their expertise to the medical school. Through projects, students integrate their understanding of health determinants and policy solutions to address local issues. This experience culminates in a presentation at a symposium for the medical school community and partners.

The curriculum aims to equip medical students to: (1) identify and describe the key social, economic, and environmental determinants of health; (2) apply an understanding of the policy process to advocate for change that will benefit population health; (3) articulate the core functions of public health and the roles for physicians within the public health system; and (4) work collaboratively and effectively with community-based organizations to positively impact determinants of health. The development and implementation of the Population Health curriculum was funded by a grant from the American Association of Medical Colleges and the Centers for Disease Control and offers a flexible model for the inclusion of the public health paradigm in medical education.

Learning Objectives:

• Identify and describe the overall goals of a population health curriculum.
• Describe the process of community engagement in the development of a curriculum.
• Describe the curriculum’s method to engage students in productive and authentic partnerships with community-based organizations and agencies seeking to improve community health.

Keywords: Education, Medicine

Presenting author's disclosure statement:

Any relevant financial relationships? No
Any institutionally-contracted trials related to this submission?

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.