Engaging medical trainees in resource stewardship through resident-led teaching sessions: a choosing wisely educational initiative.

Implication Statement Overuse of healthcare resources is prevalent, including among medical trainees. As front-line clinicians and near-peers, residents are well-positioned to teach resource stewardship to medical students and address barriers students may face while trying to "choose wisely." We describe the implementation of two resident-led, case-based teaching sessions for medical students that focus on resource stewardship. Similar teaching models can be adapted by residents at their own institutions to enhance resource stewardship proficiency amongst trainees.

L'utilisation excessive des ressources en soins de santé est fréquente, y compris parmi les étudiants en médecine. En tant que cliniciens de première ligne et quasi-pairs des étudiants en médecine, les résidents sont bien placés pour leur enseigner la gestion des ressources et pour les aider à surmonter les obstacles à « choisir avec soin ¼. Nous décrivons la mise en œuvre de deux sessions d'enseignement animées par des résidents fondées sur l'étude de cas et axées sur la gestion des ressources. Des modèles d'enseignement similaires peuvent être adaptés par les résidents dans leurs institutions respectives afin d'améliorer les compétences des étudiants en matière de gestion des ressources.

Learning through partnership with communities: A transformational journey.

The purpose of this article, co-authored by instructors and students, is to highlight student learning and a student-developed model of Community Development that occurred through a service-based clinical placement. As part of their clinical community practicum, a group of second year nursing students were partnered with a group of seniors living in an inner city community. By deconstructing and categorizing ongoing student involvement with this community, students were able to make linkages to the many concepts that together form a community development approach to care, leading to the creation of a model of community development (the Community Health Advancement Model) to guide their evaluation. The process of evaluating nursing student progress from a community development perspective, and the subsequent creation of the model, highlighted several noted challenges of working within a service-learning model of care: the high level of self-direction and critical thinking required by students, and the lack of known outcomes. This article captures the students' struggles with and subsequent mastery through growth in understanding of these concepts. The model of community development, an outcome of their learning, showcases their depth of understanding of the importance of nurturing partnerships as foundational to providing care at a community level. This model may be useful within education of undergraduate nursing education by providing a visual road map of the process of community development. This article is an exemplar of the capacity and depth of understanding that is possible when students learn through community partnership.