A call for health policy education in the medical school curriculum

Clancy, Thomas E.; Fiks, Alexander G.; Gelfand, Julia; Grayzel, D S; Marci, Carl D.; McDonough, C G; Peppercorn, Jeffrey; Roberts, Terri; Smith, Andrew L.; Winickoff, Jonathan P.

doi:10.1001/jama.274.13.1084

Cited by 17 publications

(9 citation statements)

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“…The majority of articles identified from the literature search were targeted toward medical audiences—medical students, residents, or medical school faculty [ 4 , 8 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ] (39%, n = 13) or nursing audiences—nursing students or nursing school faculty [ 5 , 6 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ] (36%, n = 12). Fewer articles were directed to public health professionals and students [ 7 , 39 , 40 ] (9%, n = 3), health administration and management faculty and students [ 41 , 42 ] (6%, n = 2), psychology faculty and students [ 1 ] (3%, n = 1), public policy and public administration faculty and students [ 43 ] (3%, n = 1), and a combination of business, public policy, and health administration faculty and students [ 44 ] (3%, n = 1).…”

Section: Resultsmentioning

confidence: 99%

“…There is growing consensus regarding the need for increased health policy leadership and a health professional workforce prepared to assume these leadership roles. Health professional leaders and educators from medicine, nursing, public health, and other disciplines have advocated for the importance of health policy training to support engagement and leadership in public policy issues that impact their professions and the health of communities they serve [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 ]. The Institute of Medicine (IOM) highlighted the need for health policy training for health professionals in their 2003 report, Who Will Keep the Public Healthy?…”

Section: Introductionmentioning

confidence: 99%

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Health Policy Training: A Review of the Literature

Heiman

Smith

McKool

et al. 2015

IJERPH

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The context within which health care and public health systems operate is framed by health policies. There is growing consensus about the need for increased health policy leadership and a health professional workforce prepared to assume these leadership roles. At the same time, there is strong evidence supporting the need for a broader policy lens and the need to intentionally target health disparities. We reviewed the published literature between 1983 and 2013 regarding health policy training. From 5124 articles identified, 33 met inclusion criteria. Articles varied across common themes including target audience, goal(s), health policy definition, and core curricular content. The majority of articles were directed to medical or nursing audiences. Most articles framed health policy as health care policy and only a small number adopted a broader health in all policies definition. Few articles specifically addressed vulnerable populations or health disparities. The need for more rigorous research and evaluation to inform health policy training is compelling. Providing health professionals with the knowledge and skills to engage and take leadership roles in health policy will require training programs to move beyond their limited health care-oriented health policy framework to adopt a broader health and health equity in all policies approach.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Health Policy Training: A Review of the Literature

Heiman

Smith

McKool

et al. 2015

IJERPH

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“…10 In the current environment of rapid health care changes and calls for increased social accountability from medical education systems, [11][12][13][14] we must focus on how to teach advocacy. 7,12,14,15 Previous studies indicate that for physicians to advocate efficiently, quality structured advocacy training is important to support and develop skills. 12,14 Although developing a physician advocate requires longitudinal training and practice, 16 emphasizing the need for early career engagement, this role has also been identified as one of the most difficult to teach and to evaluate.…”

Section: Discussionmentioning

confidence: 99%

Formal Advocacy Curricula in Family Medicine Residencies:

Coutinho

Nguyen

Kelly³

et al. 2020

Fam Med

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Background and Objectives: Health advocacy has been declared an essential physician skill in numerous professional physician charters. However, there is limited literature on whether, and how, family medicine residencies teach this skill. Our aim was to determine the prevalence of a formal mandatory advocacy curriculum among US family medicine residencies, barriers to implementation, and what characteristics might predict its presence. Methods: Questions about residency advocacy curricula, residency characteristics, and program director (PD) attitudes toward family medicine and advocacy were included in the 2017 Council of Academic Family Medicine Educational Research Alliance (CERA) survey of family medicine residency PDs. We used univariate and bivariate statistics to describe residency characteristics, PD attitudes, the presence of a formal advocacy curriculum, and the relationship between these. Results: Of 478 PDs, 261 (54.6%) responded to the survey and 236/261 (90.4%) completed the full advocacy module. Just over one-third (37.7%, (89/236)) of residencies reported the presence of a mandatory formal advocacy curriculum, of which 86.7% (78/89) focused on community advocacy. The most common barrier was curricular flexibility. Having an advocacy curriculum was positively associated with faculty experience and optimistic PD attitudes toward advocacy. Conclusions: In a national survey of family medicine PDs, only one-third of responding PDs reported a mandatory advocacy curriculum, most focusing on community advocacy. The largest barrier to implementation was curricular flexibility. More research is needed to explore the best strategies to implement these types of curricula and the long-term impacts of formal training.

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“…24 Humans' genetic makeup, environment and lifestyle choices, and the availability of care are factors that determine risk for disease; and what is missing in today's health care environment and educational systems are personalized plans for disease health care on health policy. [72][73][74] The need for future dentists to have an understanding of the values and importance of comparative and cost-effectiveness research and evidence-based practice will require that dental schools develop instruction in this domain. If personalized oral health care is to have a meaningful impact on the oral health of patients, dental schools must embrace these new educational initiatives.…”

Section: Personalized Oral Health Care and Precision Medicinementioning

confidence: 99%

Research and Discovery Science and the Future of Dental Education and Practice

Polverini¹,

Krebsbach

2017

Journal of Dental Education

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Dental graduates of 2040 will face new and complex challenges. If they are to meet these challenges, dental schools must develop a research and discovery mission that will equip graduates with the new knowledge required to function in a modern health care environment. The dental practitioner of 2040 will place greater emphasis on risk assessment, disease prevention, and health maintenance; and the emerging discipline of precision medicine and systems biology will revolutionize disease diagnosis and reveal new targeted therapies. The dental graduate of 2040 will be expected to function effectively in a collaborative, learning health care system and to understand the impact of health care policy on local, national, and global communities. Emerging scientific fields such as big data analytics, stem cell biology, tissue engineering, and advanced biomimetics will impact dental practice. Despite all the warning signs indicating how the changing scientific and heath care landscape will dramatically alter dental education and dental practice, dental schools have yet to reconsider their research and educational priorities and clinical practice objectives. Until dental schools and the practicing community come to grips with these challenges, this persistent attitude of complacency will likely be at the dental profession's peril. This article was written as part of the project "Advancing Dental Education in the 21 Century."

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A call for health policy education in the medical school curriculum

Cited by 17 publications

References 0 publications

Health Policy Training: A Review of the Literature

Health Policy Training: A Review of the Literature

Formal Advocacy Curricula in Family Medicine Residencies:

Research and Discovery Science and the Future of Dental Education and Practice

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