McElligott, Elizabeth2016-08-192016-08-192016-05https://hdl.handle.net/11299/181807University of Minnesota M.A. thesis. May 2016. Major: Organizational Leadership, Policy, and Development. Advisor: Jarrett Gupton. 1 computer file (PDF); v, 62 pages.Community engagement concepts have been recommended to enhance research and teaching in medical education. This study explores of perceptions of family medicine residency education faculty regarding community engagement concepts and their implications to residency teaching and research. Findings of the survey administered to family medicine faculty who engage in residency teaching were grouped into the themes relating to the barriers and facilitators of highest and lowest influence to incorporating community engagement concepts into research and teaching, and factors of highest and lowest importance to community-engaged research and teaching. Results detail the pursuit of community-engaged research and teaching in family medicine residency faculty work, and the barriers and facilitators associated with using community engagement concepts. The results also illuminate areas for further research to better understand the place of community engagement in medical education and specifically in family medicine residency education, and discuss several implications for continued faculty development and institutional support of community-engaged research and teaching in medical education.enacademic medicinecommunity engagementfamily medicinehigher educationmedical schoolresidency educationThesis or Dissertation