Introduction

Communities & Physicians Together (CPT) is a three-year training program for resident physicians in pediatrics, family practice and internal medicine at the University of California, Davis. CPT?s mission is to ?give all individuals a healthy present and future by teaching physicians, both in training and in practice, how to make a difference thorough active community partnerships.?

The training program relies heavily on strong, reciprocal partnerships formed with accomplished community partners who serve as ?community faculty,? and is designed to be completed during one ?block? or ?rotation? in each year of residency. CPT?s theoretical framework is based on the Asset Based Community Development (ABCD) approach to grassroots organizing, placing special emphasis on the positive gifts in a community rather than using traditional needs-based models.

Year One

Purpose:

To introduce residents to their partner communities; to provide opportunities for immersion into the daily life and culture of the partner community; to begin building relationships with community partners; to gain a basic understanding of the Asset-Based Community Development approach.

Objectives:

Following their first-year rotation in their partner communities, residents will be able to:

1. Describe the Asset-Based Community Development approach and understand the difference between Individual, Associational and Institutional assets
2. Recognize the physical boundaries of their partner community
3. Identify different assets in their partner community, including individuals, associations and institutions
4. Identify local health- and wellness-related concerns as recognized by community members

Requirements:

1. Assigned reading materials
   • Chapter One in: Brendenuehl, MPA, Marlane, Elizabeth Sterba, MS and Richard Pan, MD, MPH. 2007. Communities & Physicians Together Resident Project Workbook. UC Davis: Sacramento, CA.
   • Kretzmann, John P. and John L. McKnight. 1997. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community?s Assets. ACTA Publications: Chicago, IL.
   • McKnight, John L. and Carol A. Pandak. 1999. New Community Tools for Improving Child Health: A Pediatrician?s Guide to Local Associations. American Academy of Pediatrics: Elk Grove Village, IL.
2. Assigned activities
   • Community Asset Map (in the Resident Project Workbook)
   • Windshield Survey (in the Resident Project Workbook)
   • Concept Mapping (in the Resident Project Workbook)
   • Day in the Life activity
   • Attend and participate in community meetings & events as assigned by community faculty
   • Daily Journaling (in the Resident Project Workbook)

Years Two and Three

Purpose:
To utilize community connections and local assets in the creation and implementation of a community health project.

Objectives:

Following their first-year rotation in their partner communities, residents will be able to:

1. Use the Logic Model to plan projects and interventions
2. Inventory and mobilize local assets as part of their community project
3. Make connections in their partner community

Requirements:

1. Assigned reading materials
   • Chapters Two and Three in: Brendenuehl, MPA, Marlane, Elizabeth Sterba, MS and Richard Pan, MD, MPH. 2007. Communities & Physicians Together Resident Project Workbook. UC Davis: Sacramento, CA.
2. Assigned activities
   • Project Planning activities (Pages 34-37 in the Resident Project Workbook)
   • Logic Modeling activity (Pages 38-41 in the Resident Project Workbook)
   • Identifying Partners activity (Pages 42-43 in the Resident Project Workbook)
   • Evaluation planning activities (Pages 44-45 in the Resident Project Workbook)
   • All discussion and reflection activities in the Resident Project Workbook)
   • Daily Journaling (in the Resident Project Workbook)

Additional Reading & Resources

• Kawachi, I., B.P. Kennedy and R. Glass. 1999. ?Social capital and self-rated health: a contextual analysis.? American Journal of Public Health: 89(8), 1187-1193.
• Kretzmann, John. P., John L. McKnight and Deborah Puntenney. 1996. A Guide to Mapping and Mobilizing the Economic Capacities of Local Residents. ACTA Publications: Chicago, IL
• Kulkarni, J.D., Manjusha. 2006. The Guide to Medi-Cal Programs: A Description of Medi-Cal Programs, Aid Codes and Eligibility Groups, Third Edition. California HealthCare Foundation: California.
• Pan, Richard J., Diane Littlefield, Sara G. Valladolid, Peggy Tapping and Daniel C. West. 2005. ?Building Healthier Communities for Children and Families: Applying Asset-Based Community Development to Community Pediatrics.? Pediatrics: 115(4), 1185-1187.
• Paterniti, PhD, Debora A., Richard Pan, MD, MPH, Ligaya F. Smith, Nora M. Horan and Daniel C. West, MD. 2006. ?From Physician-Centered to Community-Oriented Perspectives on Health Care: Assessing the Efficacy of Community-Based Training.? Academic Medicine: 81(4), 347-353.
• Turner, Nicol, John L. McKnight and John P. Kretzmann. 1999. A Guide to Mapping and Mobilizing the Associations in Local Neighborhoods. ACTA Publications: Chicago, IL.

Evaluation

Residents? evaluation will be completed by their community faculty member, also called a ?Collaborative Coordinator,? with specific attention to: professionalism, knowledge and cultural sensitivity. Trainees will be expected to maintain frequent and open communication with community faculty and community members; take an open-minded, assets-focused approach to learning about their partner community, its members and resources; and arrive at all scheduled meetings and events promptly. Given the reciprocal nature of the CPT program, residents will be asked to evaluate their experience as well, based on these same criteria.