Students are expected to see the types of patient problems seen in an office-based family physician’s or general internist’s community practice and to develop expertise (appropriate to a Phase III student) in the assessment and management of those problems. You should learn the elements of patient-centered clinical care and apply it to all patient interactions. You will see how teams and medical homes promote enhanced patient care.

 ACGME - Rural & Community Care Competencies

Community Service Learning Guidelines


Students meet with their preceptor on the first day of patient care to go over their strengths, weaknesses, and goals. Students complete the “AAC-RCC Learning Contract and use it to outline personal goals for this block.

Discuss goals on the first day and then meet again half way through the block to discuss your progress and to see how successful you are in seeing the Core Clinical Conditions.

During your 4-week RCC Block, you will view four different e-Learning Modules.

You are expected to complete all four modules by the end of the 4-week RCC block. Each module will take approximately 30 minutes to complete.  If you are assigned RCC in the second 4-week rotation of the 8-week block, you won’t have access to the modules until you begin your RCC block.

Each module includes (~30 minutes for each module):

  • Interactive flash video
  • Videos from external sources - some are required, others optional as indicated
  • Post-assessment quiz - not graded, used for your own personal assessment
  • Discussion forum where you will be asked to discuss topics specific to each module - you are REQUIRED to post a discussion for each of the four modules based on the questions asked at the end of each module.

The provider’s link to the community will be explored and you will take an active role in community education during your 4 week experience. The regional Area Health Education Centers (AHEC) will arrange with your host community to provide you with an opportunity to give a health-related talk or serve the community’s health needs in some way.

Contact your regional AHEC coordinator (info given at orientation) for specific information on the organization that has asked you to participate.

General CSL Project Timeline:

  • Week 1 – Establish contact with your Regional AHEC contact to determine your CSL Project
  • Week 2 – Arrange the date and time for your CSL experience NOTE: Notify the RCC AHEC Placement Coordinator, Brenda Baumgarten​ at Brenda.Baumgarten@ucdenver.edu if you have not been able to arrange a CSL project by day 10 of the rotation.
  • Week 3/4 – Complete your CSL project
  • Week 3/4 - Post your RCC CSL reflection on the Student Blog page. In addition, you are required to "Comment" on at least one of your fellow student's posts.
    NOTE: the link to access the RCC CSL Blog Post form will be accessible after beginning your RCC rotation)
  • Week 3/4 – Complete CSL Survey (link sent by email beginning of Week 3)

Course Objectives for this Assignment:

  • Understand the provider’s link to the community and the opportunities that providers have to influence the health of their communities “outside the office walls.”
  • Perform one health-related activity or educational activity in the community during the 4-week RCC Block.
  • If the community service involves students/schools, provide information about health professions to those students.
  • Post your RCC CSL reflection on the Student Blog page and complete the CSL survey (survey URL link will be sent to student via an email message) by the end of your 4-week RCC rotation.

Examples of Acceptable CSL Activities:

  • Health Fair activities (e.g., general health education, weighing, measuring, taking blood pressure).
  • Speak to K-12 or college students about health care careers or topics.
  • Speak to Girls or Boys clubs or other child/adolescent-based organizations that are not school-based.
  • Health and wellness education to community groups, such as lectures and slide presentations.
  • Clinical services supervised by a licensed provider. (Examples: free clinics, health department clinics, school clinics.)
  • Presentations to other health professionals, such as continuing education talks.

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