Medical Student Training Project - The Medical Education Project 
Families have been part of physician education at the University of Vermont College of Medicine since 1985. Born out of the need to ensure that all individuals receive care that is respectful, compassionate, and empowering, families together with physicians designed the Medical Education Project. Two pediatricians serving on the Vermont Family Network Advisory Board and faculty in the Department of Pediatrics offered to incorporate this four-part course within their seminar. Each session, co-taught by Vermont Family Network staff, is required for all third year medical students during their pediatric clerkship.
Session One
Vermont Family Network staff introduces the concept of family-centered care to medical students during their orientation to pediatrics, letting medical students know from the very beginning the importance of families as teachers. During this first session students participate in an exercise entitled Diagnosis and Decisions. At the beginning of the session, the students are asked to step out of their student role, into the role of a parent. They are asked which of the following diagnoses they would find easiest and which the hardest as a parent: Down Syndrome, Cystic Fibrosis, Meningomyelocele and Third Degree Burns. The students engage in a facilitated discussion about their choices and are asked to consider how their personal experiences and knowledge may have affected their choices.
Session Two
Students are randomly matched for a home visit with one of forty family faculty, each one prepared to share their own story and the lessons they want students to "take home" with them. Students hear from families about the impact of chronic illness on children, families and siblings, how difficult information can be shared, the complexity of health care systems, and the struggle with health care financing; they learn about resilience and family strengths and how families characterize a successful relationship with physicians.
Session Three
For the final session students are asked to share what they have learned from families and to write a reflection on their experiences. As one medical student reflected:
"It was enlightening to relax with this family and look at life
through the eyes of parents, a perspective that is
often disregarded when planning services
for a child with special needs."
From the very beginning, the University of Vermont College of Medicine has embraced the concept of families as faculty. To date, 849 medical students have been part of the Medical Education Project. The course we have designed, "The Practice of Family-Centered Care", provides medical students with an opportunity to learn family-centered concepts and apply them during their pediatric rotation. Leadership within the Department of Pediatrics has assured that the lessons taught in the homes of families are well integrated into their training. According to Dr. Lewis First, Chair of the Department of Pediatrics, "the unique linkage between our Department of Pediatrics and Vermont Family Network’s Family Faculty has allowed family-centered care to become a household word for our students, residents, staff, and faculty."
 Vermont Interdisciplinary Leadership Education for Health Professionals Program (VT-ILEHP)
A key collaboration in this program is a 40-hour practicum coordinated by Parent to Parent of Vermont during which each trainee/fellow works directly with a family. Trainees join families in daily life experiences: medical and therapy appointments, school team meetings, hospital visits, recreation and community activities. 15-20 hours are offered to the family for a “project” defined by the family. Trainees share on a listserv their experiences with the family and how these experiences have enhanced their understanding of family-centered care. Two class sessions allow time for trainees/fellows to reflect with each other and with their faculty mentors about their growth in family-centered competencies as related to this family practicum experience. |
