1. Embedding community engaged
learning within medical
education.
Levers, barriers and strategies
for sustainability?
Boland, Josephine Kelly, Maureen E.
McGrath, Margaret McIlrath, Lorraine
O’Donovan, Diarmuid
Muster PEARLs session_ NUIG

2. Disclosure
Dr. Josephine Boland
• Relationships with commercial interests:
• None
• Employee:
• School of Medicine, National University
of Ireland Galway
Muster PEARLs session_ NUIG

3. Disclosure of Support
 Dr Josephine Boland has received conference funding from:
• School of Medicine, NUI Galway
• Community Knowledge Initiative, NUI Galway
• Triennial Conference Travel Fund, NUI Galway
Potential for conflict(s) of interest: None
Muster PEARLs session_ NUIG

4. Who we are
Josephine Boland
Senior Lecturer in Education, School of Medicine
Maureen E. Kelly
Lecturer in General Practice, School of Medicine
Margaret McGrath
Lecturer in Occupational Therapy, School of
Health Science
Lorraine McIlrath, Lorraine
Community Knowledge Initiative
Diarmuid O’Donovan
Senior Lecturer in Social and Preventative
Medicine, School of Medicine
Muster PEARLs session_ NUIG

5. Learning objectives
• Differentiate between the purpose and practice of
– community based medical education (CBME)
– community engaged learning (CEL)
– volunteering
• Share international experiences of embedding community engaged
learning .....with attention to the significance of context and culture
• Critically explore strategies for embedding community engagement within
a Medical School
Muster PEARLs session_ NUIG

6. Community
Based Medical
Education
CBME
Community
Engaged Learning
CEL
Volunteering
Student is main
beneficiary
Academic credit
Goal is student
learning
Reflection not
essential
Community and student are
mutual beneficiaries
Meets community need
Goal is authentic
partnership
Academic credit for
learning
Reflection is core
Community is main
beneficiary
Goal is involvement with
community
No academic credit
Reflection is rarely an
element
Muster PEARLs session_ NUIG
Continuum
Adapted from Campus Engage Guide (2014)

7. Community
Based Medical
Education
CBME
Community
Engaged Learning
CEL
Volunteering
Student is main
beneficiary
Academic credit
Goal in student
learning
Reflection not
essential
Community and student are
mutual beneficiaries
Meets community need
Goals in authentic
partnership
Academic credit
Reflection is core
Community is main
beneficiary
Goal is involvement with
community
No academic credit
Reflection is rarely an
element
Adapted from Campus Engage Guide (2014)
Muster PEARLs session_ NUIG
Journey

8. The challenge
Q: What conditions are necessary to
ensure meaningful engagement
….as a core attribute of community
engaged learning?
Muster PEARLs session_ NUIG
Source:
http://qmplus.qmul.ac.uk/course/view.php?id=2605

9. Dilemma (global) and response (local):
• Video insert

10. Strategies for embedding CEL in the
curriculum:
e.g.
• Mapping student outcomes explicitly to core professional competences
• Highlighting the civic goals and outcomes which distinguish it from CBME.
Q: What are the benefits and risks associated with
these strategies?
Muster PEARLs session_ NUIG

11. All images licensed by Creative Commons or
labelled for non-commercial use

12. Embedding community engaged
learning within medical
education.
Levers, barriers and strategies
for sustainability?
Boland, Josephine Kelly, Maureen E.
McGrath, Margaret McIlrath, Lorraine
O’Donovan, Diarmuid
Muster PEARLs session_ NUIG