IJCM_362A: Opportunistic Development of an Educational Intervention to Leverage Community Medicine Residents as Teachers for Community-Based Implementation of Attitudes, Ethics and Communication Module for Medical Students Using Life Skills Education Framework

Background: While undergraduate (UG) medical students often have inadequate opportunities to develop the Attitude, Ethics and Communication (AETCOM) competencies in real-world community settings, the Community Medicine (CM) residents have wider opportunities for community-based activities, but often lack opportunities to independently lead community-based intervention programs. Objective: This descriptive study involves the opportunistic development of a novel educational intervention aimed at integrating the fieldwork and teaching duties of a CM resident, facilitating the administration of the AETCOM module in real-world settings to benefit both UGs and the resident. Methodology: The intervention involved appointing a second-year CM resident as an independent near-peer teacher. This resident conceptualized, developed, and implemented a community-based learning (CBL) experience to administer the AETCOM module in community settings. The CBL included the resident facilitating a life skills education (LSE) session based on the World Health Organization Life Skills framework by engaging 30 third-year medical students with 50 children from the community in the Rural Health Training Centre field area. Kirkpatricks Level One of evaluation was conducted by collecting feedback through informal discussions between the resident, UGs, and faculty. Results: The medical students stated that the program provided an opportunity to learn CM beyond classroom in the community itself, sparking increased interest in the subject; practice teamwork and communication skills in real-world settings; discover their own strengths beyond academics. The resident reported gaining confidence in leadership skills via the opportunity to independently develop and implement a program, and also positively rated the chance to integrate work with teaching responsibilities. The faculty agreed to the benefits but reported apprehension about logistical challenges in routine implementation of such programs. Conclusion: Engaging residents-as-teachers to implement the AETCOM module through a LSE program in community settings is a novel approach to facilitate the development of relevant soft skills among medical students and residents.