In ‘community classrooms’ across Pittsburgh, Pitt med students are learning to be engaged physicians

The relationship and trust established between a patient and physician is crucial for high-quality care. While empathy and clear communication strengthen this relationship and patient outcomes, research suggests many physicians and medical students don't effectively communicate, resulting in decreased health literacy and patient adherence, among other challenges.

Through the School of Medicine's Community Alliance Program (CAP), Andy McCormick is teaching Pitt med students to be exceptional communicators who consider patient perceptions and experiences as primary metrics for success.

"Our goal is to guide students as they transition into physicians, helping them shape a professional identity that strongly emphasizes community engagement," explained McCormick, associate professor of pediatrics and co-director of CAP, which he launched with fellow pediatrics faculty member Maya Ragavan in 2023.

While conventional approaches to medical education often prioritize developing expertise within the silo of academia and the disease model, focusing on "fixing" someone, CAP prioritizes community engagement and input.

"This often resulted in physicians entering a community solely for diagnosis, and then leaving," said McCormick. "We're redefining the role of a servant-leader, so our students see themselves as members of the communities they serve.

During the first 15 months of medical school and before clinical work consumes schedules, CAP pairs students with "community classrooms," local organizations like Casa San Jose, the Down Syndrome Association of Pittsburgh and the Neighborhood Resilience Project that support people with a range of needs, including those facing food insecurity, English as a second language speakers, immigrants, recovering addicts and those with mental illness. Each community organization receives $1,000 per student for their involvement.

"These community sites are just as important as Scaife Hall, where students are learning about biochemistry, anatomy and the different scientific medical aspects of becoming a physician, so we need to remunerate them for their work," McCormick said.

The students first learn about their assigned organizations and then work to advance specific service-learning projects.