title: Service-Based Learning for Residents: A Success for Communities and Medical Education.
abstract: OBJECTIVE
  Community-based service-learning opportunities could support residents' acquisition of Accreditation Council for Graduate Medical Education (ACGME) competencies, but this concept has not been tested, and such programs are difficult to find. The objective of this work was to assess the value and the ACGME competency relevance of a service-learning program for residents that could be easily replicated nationally.
  
  
  METHODS
  Forty-one family medicine residents from three training programs participated in the Stanford Youth Diabetes Coaches Program at six high schools in California and Georgia serving minority students of low socioeconomic status. Residents completed online surveys to provide qualitative feedback and assess the program's impact on their acquisition of residency program competencies and self-management support proficiencies, including prior use and planned use of action plans-a key self-management support strategy.
  
  
  RESULTS
  Ninety-five percent of residents indicated that the program was a valuable experience that contributed to acquisition of residency program competencies, including interpersonal and communication skills and communication with teens. Compared with baseline, significantly more residents reported intention to use action plans with patients following participation. Themes from qualitative feedback included: valuing the overall experience, increasing opportunities to practice teaching, enhancing their ability to communicate with adolescents, contributing to the health of the community, recognizing the potential of action plans, and increasing intent to use action plans.
  
  
  CONCLUSIONS
  This pilot demonstrated that a brief service-learning program can enhance standard residency curriculum by encouraging acquisition of ACGME competencies and promoting utilization of self-management support in clinical practice.
authors.affiliation: Center for Primary Care Research, Division of General Medical Disciplines, Department of Medicine, Stanford University School of Medicine.
authors.forename: Liana
authors.initials: L
authors.lastname: Gefter
authors.forename: Sylvia Bereknyei
authors.initials: SB
authors.lastname: Merrell
authors.forename: Lisa G
authors.initials: LG
authors.lastname: Rosas
authors.forename: Nancy
authors.initials: N
authors.lastname: Morioka-Douglas
authors.forename: Eunice
authors.initials: E
authors.lastname: Rodriguez
mesh_terms: D002983:Clinical Competence; D003142:Communication; D003153:Community Health Services / Q000458:organization & administration*; D003920:Diabetes Mellitus / Q000628:therapy; D005194:Family Practice / Q000193:education*; D006801:Humans; D007396:Internship and Residency / Q000458:organization & administration*; D007858:Learning; D008913:Minority Groups; D011204:Poverty Areas; D015397:Program Evaluation; D012648:Self Care