SOM Preclinical Preceptorships

Course Title
Community Health and Engagement
Course Number
Prerequisites: Successful completion of year 1 
      Additional Requirements: These electives require course director approval
Responsible Faculty Director:
Matthew Dacso, MD, MSc
Other Faculty:
Premal Patel, MD, MSc Caley Satterfield, EdD Philip Keiser, MD; Ben Raimer, MD; Hani Serag, MD; Michael Goodman, MDiv, DrPH; Miles Farr, MD
Available Dates
• 4-week block: 4/25/2022 - 5/20/2022
• 4-week block: 5/23/2022 - 6/17/2022
Application Submission Deadline
Maximum Enrollment

Where and to whom the application should be submitted
 Students should contact Brad Brock at as soon as possible. There is a competitive application and interview process. Placements will be organized through the Center for Global and Community Health.

Goals & Objectives
 Goals: 1) Participate in clinical practice in rural, underserved, or other ambulatory community environments, 2) Identify existing community assets and how they can be mobilized to improve population health, 3) Appreciate the challenges and opportunities that come with rural, underserved, and other community-based practices, 4) Acquire basic public health knowledge and skills, 5) Develop fundamental research skills and apply them in a community-based environment. Objectives: Knowledge - 1) Describe key social, economic, cultural, and environmental determinants of population health and their impact on health equity, 2) Identify and critique the common metrics used to describe the health of populations, 3) Explain the process for developing successful research projects, including ethics and community involvement. Skills - 1) Create a scientific abstract and a poster, 2) Practice history-taking, physical exam, and clinical reasoning techniques in a community-based clinical setting, 3) Reflect upon the dynamics between clinicians, the communities that they serve, community-based organizations, and the health system

Description of course activities
 This preceptorship will serve as one of the core activities of the community engagement track, a four-year longitudinal area of scholarly concentration focused on giving students the requisite knowledge, attitudes, and skills to be effective leaders, clinicians, and advocates for the communities in which they work. Following an application and interview process, students will be assigned to a rural, underserved, or other ambulatory community site. In addition to participating in clinical activities, over the course of the preceptorship, students will be expected to do a scholarly project that has been identified by the site that is hosting them. These projects may involve research on a particular topic of interest, quality improvement efforts, epidemiologic studies, or other public health-related issues. May spend the 4-week block, or up to the next 8 weeks working at the field site. Following the rotation, there will be a reflective debriefing session.

Method of student evaluation
Check all that apply - complete appropriate section(s) only:
1.  Clinical Observation
  A. Frequency - How often are students observed clinically?
  B. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback   Other

2.  Oral Presentation
  A. Audience - To whom does the student present?
    The student will present directly to their designated faculty.
  B. Frequency / duration of presentation(s)?
    The frequency of student presentations varies. At minimum the student will present at least 1 presentation per week.
  C. Format - What guidelines are set for the student's presentation?
    History and physical, general case presentations, topics in public health/prevention
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases   Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    The students will have 1 written assignment due at the end of their rotation.
  B. Format - What guidelines are set for the student's written work?
    Standard abstract format
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?
    Yes           No
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Content may be mentor assigned, but if student selected must be approved by a mentor.
  F. Audience - Who assesses the studentís written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the course (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, etc.)?
    Prior to Departure: Students are expected to participate in preparation activities including group meetings on logistics, safety, and projects. Complete required online modules on community/global health topics and the academic skills building modules that cover designing, implementing, and disseminating a scholarly project. Participate in clinical rounds, case discussions; health education, and ongoing community or research projects of preceptor/mentor. Specific activities of the rotation will be decided between a faculty mentor and the student. Post-rotation requirements: Abstract, Reflection survey (debriefing meeting), Course evaluations, preceptor evaluation. Poster presentation at UTMB Global Health Education Symposium in October.

5.  Other Modes of Evaluation
  Please explain below.
  End of rotation evaluation by faculty preceptor(s) on the basis of participation, progress competence, and quality of final project.


6.  Stipend Availability
  Yes           No           Maybe