APGO

Background: Two medical schools in separate cities partnered with community organizations to provide free gynecologic care to uninsured women.  The clinics integrate community outreach, patient care, and a peer-teaching model. Both are volunteer-run with the mission to improve the health of underserved women needing gynecologic care and enhance student learning.

Methods: Student volunteers completed an 18-item, open-ended survey evaluating motives for volunteering, volunteer experiences, and the impact on education and career preferences.  Surveys were sent electronically to volunteers (n=137) with a response rate of 51%. Results were thematically coded and analyzed by two separate individuals.

Results: Students reported their motives for volunteering were to: gain experience in gynecology or women’s health (65%), learn about and contribute to underserved medicine (55%), and increase clinical experiences (36%). All students reported achieving their self-identified goals.  Peer teaching provided a positive experience for 98%, with students valuing learning from upperclassmen and teaching underclassmen.  Volunteering sparked, increased, or confirmed an interest in a career in obstetrics and gynecology (48%) and women’s health (11%). Volunteering also sparked, increased, or confirmed interest in a career in underserved medicine (79%) and academic medicine (41%).

Discussions: Campus-community collaborations provide unique opportunities for students to set and achieve career goals while simultaneously influencing specialty preferences. Free clinics can be used to meet both patients’ and learners’ needs.  Peer-teaching is an effective tool that can be used across clinical settings to promote clinical skills improvement for learners and mentors alike.

Keywords: Ambulatory Education, Career Choice, Community Health, Cultural Diversity/Cultural Competency, Mentoring, Underserved Communities