Assertions pertaining to curriculum designed to help students acquire competencies relevant to the provision of interdisciplinary and responsive health care practices within contexts of high need.
Bedlam sites will offer innovative curriculum experiences for medical students and other health science disciplines.
The project has sought to put in place an actual infrastructure supporting curriculum innovation in the areas of community health and public health. Curriculum development will increasingly take advantage of this infrastructure from the standpoint of co-curricular learning experiences and instruction.
Learning through Bedlam sites will focus on the moral development of students.
Introducing health science students as early as possible to the moral challenges inherent in serving people struggling with poverty will serve as a hallmark of the learning opportunities Bedlam offers.
Students will learn about the social determinants of health and how context influences health care delivery to people who are marginalized and who struggle with the social consequences of poverty.
Medical students and health science students will learn directly from patient care situations, perception, and formal instruction about how poverty as a context creates complex health situations.
Students will be exposed to care situations that are highly complex that will, in turn, refine their insight into the social determinants of care, clinical judgment, confidence, and acquisition of community health competencies.
Students will witness how complex health situations create challenges to good clinical care and come to understand how clinical care must be modified or enhanced so it is responsive to such situations.
An interdisciplinary model of instruction will emerge within the Bedlam Alliance.
Clinical interactions among students and faculty will be increasingly interdisciplinary involving (1) density of interactions, (2) formation of collaborative care relationships, (3) knowledge sharing and communication, and (4) joint care planning and service delivery.
Students will broaden their concept of health to include how people function in daily life and adapt to the exigencies of their health status and social context.
Increasingly a health care concept involving symptomatic relief and management will broaden to include the role of health care in the facilitation of the functioning and adaptation of recipients in their daily lives.