Health Care Professionals have. NO role in .... LormeâGulbrandsen R. âCREDâPRO: child rights educalon for professionals.â 2013. h p://www.credâ pro.org/.
Crea%ng Space in Medical Educa%on for Student‐Driven Health Advocacy Projects Using a Par%cipatory Curricular Development Framework 1 1 1 1 2 3 Tsai A , Tsuei S , Woo L , Yu A , Monsalve M & Dharamsi S
1 UBC MD Class of 2015; 2 Instructor Department of Pathology; 3 Associate Professor Department of Family Prac%ce
Conceptual Framework
References:
1. Dharamsi S, Ho A, Spadafora SM, Woollard R. The physician as health advocate: Transla%ng the quest for social responsibility into medical educa%on and prac%ce. Acad Med 2011 Sep;86(9):1108‐1113. 2. Boelen C, Dharamsi S, Gibbs T. The social accountability of medical schools and its indicators. Educ Health 2012 25(3):180‐194. 3. Ahn R, Alpert EJ, Purcell G, Konstantopoulos WM, McGahan A, Cafferty E, Eckhardt M, Conn KL, CappeYa K, Burke TF. Human trafficking: review of educa%onal resources for health professionals. American Journal of Preven7ve Medicine 2013 44(3):283‐289. 4. Lorme‐Gulbrandsen R. “CRED‐PRO: child rights educa%on for professionals.” 2013. hYp://www.cred‐ pro.org/. 13 April 2013. Acknowledgements: Financial support for the project came from the UBC Social Accountability and Social Engagement Fund. The workshop would not have been possible without the exper%se of Tara Wilkie, Larena Dodd, and Aimee Falkenburg from Surrey Memorial Hospital’s Forensic Nursing Unit; Rosalind Currie from the BC Office to Combat Human Trafficking; and Larissa Maxwell from Children of the Street. We would like to thank Dr. Dharamsi—our mentor—and Dr. Monsalve—our tutor—for suppor%ng us throughout this project. Coauthors Tsai, Tsuei, Woo, and Yu are second year UBC medical students and all contributed equally to the project.
