Impact of Student-Run Free Clinics in Urgent Care

Alhallak, Iad; Williams, David; Eudy, Ruth L.; Puryear, Erin; Clark, Melissa A

doi:10.1007/s10900-020-00890-0

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…Consequences that reflected outcomes to the broader system included cost/benefit (eg, treatment costs), likelihood of service use (eg, emergency departments and hospitals), population health outcomes, and enrollment to health insurance plans. 23 , 38 , 86 , 113 - 115 Outcomes were evaluated and described through detailing operational costs, cost analysis (eg, student-run service to physician office visit), impact on actual or perceived use of hospitals and emergency departments, and barriers for clients in seeking insurance coverage. 23 , 38 , 86 , 112 - 114 …”

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

“… 23 , 38 , 86 , 113 - 115 Outcomes were evaluated and described through detailing operational costs, cost analysis (eg, student-run service to physician office visit), impact on actual or perceived use of hospitals and emergency departments, and barriers for clients in seeking insurance coverage. 23 , 38 , 86 , 112 - 114 …”

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

“…3,29,58,97,102,103 Consequences that reflected outcomes to the broader system included cost/benefit (eg, treatment costs), likelihood of service use (eg, emergency departments and hospitals), population health outcomes, and enrollment to health insurance plans. 23,38,86,[113][114][115] Outcomes were evaluated and described through detailing operational costs, cost analysis (eg, student-run service to physician office visit), impact on actual or perceived use of hospitals and emergency departments, and barriers for clients in seeking insurance coverage. 23,38,86,[112][113][114] Although most consequences for clients, students, and the broader system reported in the literature were framed as positive findings, there were also some concerns noted in relation to quality of care and appropriateness of services for student-run health initiatives.…”

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

“…23,38,86,[113][114][115] Outcomes were evaluated and described through detailing operational costs, cost analysis (eg, student-run service to physician office visit), impact on actual or perceived use of hospitals and emergency departments, and barriers for clients in seeking insurance coverage. 23,38,86,[112][113][114] Although most consequences for clients, students, and the broader system reported in the literature were framed as positive findings, there were also some concerns noted in relation to quality of care and appropriateness of services for student-run health initiatives. Consistency and continuity of care was one aspect of quality, particularly when there was dependence on volunteerism or when initiatives ran concurrent with the semesters of the academic institution where there was high turnover of both students and mentors, as well as interruptions or lack of follow-up in service delivery.…”

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

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Understanding Student-Run Health Initiatives in the Context of Community-Based Services: A Concept Analysis and Proposed Definitions

Nagel

Naccarato

Philip

et al. 2022

J Prim Care Community Health

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Background: Student-run health initiatives in the community setting have been utilized to provide practical experience for undergraduate students to develop professional competencies, gain exposure to diverse populations, and to engage in activities of social accountability. There is much literature on student-run health initiatives; however, there is no consensus on a definition of this concept or a comprehensive synthesis of the literature that describes student-run health initiatives offered by students in pre-licensure healthcare education programs. Purpose: To provide a concept analysis of, and propose a definition for, student-run health initiatives that provide community-based services for students during pre-licensure health discipline education. Methods: A systematic literature search and review process was used to identify and synthesize peer-reviewed articles from 7 academic databases covering a range of pre-licensure health disciplines and education. Walker and Avant’s framework for concept analysis was used to guide exploration of attributes, antecedents and consequences of student-run initiatives, and to inform development of a definition for this concept. Results: The review yielded 222 articles for data extraction and represented 17 distinct pre-licensure health disciplines, 18 health-related disciplines, and a range of other baccalaureate and graduate programs. Our analysis revealed 16 definitions, 5 attributes, 6 antecedents, and consequences identified for student-run health initiatives. Attributes were Provision of Service, Service is Free, Target Clientele, Volunteerism, and Student Governance. Antecedents included Purpose/Rationale, Affiliation with Academic Unit, Location and Partnerships, Funding and Resources, Professional Oversight, and Preparation for Student Role. Consequences were improved access to services and outcomes for clients; competency development, personal gains and interprofessional learning for students; and positive outcomes for broader systems, such as decrease of service utilization and cost/benefit. Conclusions: There was no clear conceptual definition for student-run health initiatives, but many defining characteristics and well-described exemplars in the literature. Given the variations in purpose and scope of these initiatives, particularly to distinguish degree of students’ roles in operations and the involvement of academic institutions, we propose 3 distinct conceptual definitions: student-run, student-led, and student-infused health initiatives.

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Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

Section: Consequences Associated With Student-run Initiativesmentioning

confidence: 99%

See 2 more Smart Citations

Understanding Student-Run Health Initiatives in the Context of Community-Based Services: A Concept Analysis and Proposed Definitions

Nagel

Naccarato

Philip

et al. 2022

J Prim Care Community Health

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“…[2][3][4][5] Several studies also have developed financial models to assess the value of care provided at SRFCs from the patients' perspective; however, few studies have evaluated the cost required to provide this education or the financial benefit that this clinical experience provides to institutions of higher education. [6][7][8][9][10][11] We acknowledge that assessing educational benefits can be done in many ways, all of which will not be captured by one analysis; but here we quantify the benefits via economic outcomes to present one tool that may be beneficial in assessing the sustainability of such clinics. 12,13 This study attempts to quantify the educational value of one SRFC, the Interprofessional Community Clinic (ICC), associated with a large health professions university in the Midwest, Rosalind Franklin University of Medicine and Science (RFUMS).…”

Section: Introductionmentioning

confidence: 99%

Quantifying the Educational Value of a Student-Run Free Clinic

Mazander,

Rumenapp,

Lee

et al. 2024

Fam Med

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Background and Objectives: Student-run free clinics (SRFCs) are settings in which students in health professions gain clinical experience, often while providing free or reduced-cost health care to the surrounding community. The current literature quantifies the many benefits these clinics provide to their patients and the impact they have on students’ future careers; but few previous studies have assessed the financial impact of the education provided at an SRFC. We report on a net educational benefit, an educational benefit to educational cost ratio, and a net educational benefit to educational cost ratio of one SRFC from the perspective of the university. Methods: We calculated the value of education by multiplying all student hours worked in the clinic by the associated value of 1 hour in the typical tuition-based curriculum. Clinic educational costs and student hours were obtained from clinic records from August 1, 2021 through July 31, 2022. Results: We found the total educational value students received to be $73,571 over one academic year. The educational operating expenses of the clinic totaled $9,053, resulting in a benefit-cost ratio of 8.13. Conclusions: This analysis demonstrated a potential financial advantage of operating an SRFC when assessing clinic education expenses in relation to the value of university-generated education. Our research may serve as a starting point to showcase the economic benefit of SRFCs to their parent institutions and encourage further analysis of other benefits SRFCs may provide to institutions of higher education.

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