See also an interview to Rosaida Ochoa Soto, MD, Epidemiologist. Director, Sexually Transmitted Diseases and HIV-AIDS Prevention Center

Member, MEDICC Academic Council
Executive Vice President, Charles R. Drew University of Medicine and Science

Dr. Harry Douglas joined MEDICC’s Academic Council in October, 2000, bringing to MEDICC 30 years of experience in medical education.  His leadership has served Howard University (as Acting Dean and Associate Dean) and the Charles R. Drew University of Medicine and Science (as Dean for the College of Allied Health and vice President of the University); his expertise has served the greater medical education community through his participation in state and regional accrediting commissions; and his commitment has served the multi-cultural, multi-racial underserved communities throughout the United States by fully educating students to their responsibilities towards the people who live there.

Dr. Douglas’ participation in MEDICC continues his involvement with international health issues and global health, building on his experiences in Austria, Zimbabwe, Liberia, and other nations.

MR: You have a long and rich experience in medical education—both training of physicians and allied health professionals.  How did you become convinced that these students should be guided towards community-based medicine?

HD: You are quite correct--I have extensive experience in the health and higher education fields. In the early years (mid-1960s) I discovered that the nature of the US health system centered on its structure, namely that it is organized into a two-tiered system--one system for those who can afford medical service and the other for the poor and medically indigent. This latter group for the most part consisted of inner-city and rural minority populations i.e. African-Americans and Latinos, and they relied on the public health system for medical services. As you are aware, my health interests have focused on creating health care systems that are responsive to minority and other underserved populations.

I became convinced that students should be guided towards community-based medicine as a direct result of my front-line involvement with my community. This experience suggested that a new kind of health worker would be needed to care for the neglected populations. They would also have to do more than treat disease. Indeed, they would be expected to become community leaders and advocates for social, economic and political change.  Over the years it became clear that community-based medicine that is community-driven would be key to improving the quality of life for these populations. Hence, I have organized model curricula around health promotion/disease prevention with a focus on disadvantaged populations.

MR:  What are the implications of this primary care choice for the curriculum at Drew?  Where do you put the emphasis?

HD:  The emphasis is on community service in the context of those areas defined in the Surgeon General’s report on health goals for the nation. For our college of medicine we created an office of assistant dean for primary care. We have a series of classes on issues relating to community health for medical students and residents. The students have direct observation with attending physicians. Our students engage in research in primary care. The students are also involved in community service.

The college of allied health has a mandatory community-service requirement for all students. Each student is required to complete a capstone course designed to integrate the mission of the university into the community service experience.

We believe that performance of community service in disadvantage areas is an essential component of an effective curriculum. Such service ensures that the students have an opportunity to examine their personal values and beliefs while providing services to underserved populations.

MR:  How do you prepare your students to work in the multicultural settings you find in Los Angeles and other large U.S. cities?

HD:  We begin by focusing on the human dimension of health-- looking at the whole person within his/her environmental context. This is key and fundamental. One must remember that Drew University was founded to provide services to a multicultural community. We have historically celebrated our accomplishments in this area. We have a diverse faculty, student body, administration and staff..

Nonetheless, the college of medicine introduced an ethno-medical science program to expose students to the multidimensional aspect of health and medical service from a community perspective. Because of the number of our patients who do not speak English,  medical Spanish is a requirement for all allied health students and offered for medical students and residents.

MR:  Does an emphasis on community-based care call for a new kind of physician, a new kind of physician-patient relationship?

HD:  Absolutely.  The community-based provider--in addition to being exceptionally well qualified as a practitioner--must have outstanding people skills, must understand the social, economic and political arena in which the patient resides. In fact the practitioner must understand as much as possible about the patients day-to-day reality, especially family issues and health history.

MR:  Tell me about your impressions of community-based healthcare that you saw in Cuba.  Are there principles that you share?

HD:  Wonderful--that was indeed my impression of community-based healthcare in Cuba. I think that I can discern three principles that we share. First, the primacy of community and understanding  need from a community perspective; second, continuity of care--the integration of primary with other levels of care;  and third, the concern for the dignity of and respect for people.