Developing Community-Based Mentorship: Supporting Health Science Training in Historically Marginalized Communities.
Community mentors can play a unique and critical role in developing and supporting graduate and health professional student learning in underresourced community-based settings. These mentors can benefit from extra preparation for a potentially unfamiliar role as teachers about complex social and str...
| Publicado en: | Health Promotion Practice Vol. 23; no. 1; pp. 11 - 17 |
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| Autores principales: | , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jan2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154478320&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154478320 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15248399 IS2 jtl: Health Promotion Practice issn: 15248399 maglogo: Y pubinfo: dt: Jan2022 vid: 23 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 154478320 149957480 154478320 154478320 10.1177/15248399211007816 154478320 ppf: 11 ppct: 6 formats: tig: atl: Developing Community-Based Mentorship: Supporting Health Science Training in Historically Marginalized Communities. aug: au: Elias, Thistle I. Thompson, Jessica R. Boak, Brandi Cannon, Joy affil: University of Pittsburgh, Pittsburgh, PA, USA sug: subj: Education, Health Sciences Special Populations Psychosocial Factors Communities Psychosocial Factors Socioeconomic Factors Career Planning and Development Mentorship Support, Psychosocial Education, Interdisciplinary Community Programs Pennsylvania Education, Graduate Learning Motivation Social Determinants of Health Pennsylvania Community Colleges Collaboration Faculty-Student Relations Cultural Competence Healthcare Disparities Coalition Cultural Diversity Transcultural Care Community-Institutional Relations ab: Community mentors can play a unique and critical role in developing and supporting graduate and health professional student learning in underresourced community-based settings. These mentors can benefit from extra preparation for a potentially unfamiliar role as teachers about complex social and structural challenges faced by the populations with which they work. Encouraging mentors to recognize and share their valuable expertise while developing their teaching skills can (1) improve mentors' abilities to work effectively with graduate-level and health science students from multiple disciplines, (2) bolster student learning about important historical social and structural determinants of participants' health, and (3) help students understand the broader context within which organizations serving vulnerable populations operate. As such, in one full-time, community-engaged, interdisciplinary practicum program, Bridging the Gaps-Pittsburgh, part of the multiinstitutional Bridging the Gaps Network, a half-day mentor workshop has been required for two decades for new community mentors to develop their capacity to be community-based teachers of largely graduate-level health science students. Additionally, program staff aim to support mentors and connect them to faculty and community resources in a variety of ways. Our model supports the argument that applied learning by health professional students in community settings can be significantly enhanced through building and supporting the capacity of community mentors to act as recognized teachers in areas of community expertise. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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