A Physician’s Sense of Responsibility to Address Disparities: Does It Relate to Reported Behaviors About Screening for and Addressing Social Needs?

Peek, Monica E.; Wang, Wen; Noriea, Ashley

doi:10.1097/acm.0000000000005180

Cited by 2 publications

(3 citation statements)

References 25 publications

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“…To effectively integrate the perspective of SDoH into clinical practice, a number of tool‐guided approaches have been published to address patient‐related SDoH, 7 demonstrating their effectiveness in collecting patient data and improving physician‐reported outcomes 8,9 . Encouraging medical professionals to screen and address patients' social needs must be coupled with educational efforts regarding professionalism and underlying health inequities 10 . However, how trainees perceive the process of learning about SDoH assessment tools and implementing tool‐guided care is still ambiguous.…”

Section: Introductionmentioning

confidence: 99%

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Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health

Mizumoto,

Fujikawa,

Izumiya

et al. 2024

J of Gen and Family Med

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BackgroundThe specific dimensions of learners that have been impacted by educational programs related to social determinants of health (SDoH) remain unknown. This study aims to elucidate how learners are affected by postgraduate education (a single 90‐min educational session) regarding tool‐guided clinical assessment of patients' social backgrounds.MethodsA pretest‐posttest design was utilized in which residents (postgraduate year (PGY) 1 or 2) and fellows in family medicine (PGY over 3) were recruited. Likert‐type questions were developed based on previous qualitative findings. Participants answered these questions before, immediately after, and 1.5 months after the educational session on tool‐guided clinical SDoH assessment. Paired‐sample t‐tests were used, and effect size was measured using Cohen's d.ResultsA total of 114 residents and fellows participated. After the session, participants expressed more interest in knowing their patients' social backgrounds when considering how to address their patients and were more open to embracing a pre‐established assessment framework. Participants also considered clinical skills related to SDoH as learnable and improved their attitude toward patients. They reported that they did not perform specific interventions related to SDoH within 1.5 months after the session. Unlike previous qualitative findings, their concern about the implementation of SDoH‐related practices did not increase significantly.ConclusionAn educational session on tool‐guided SDoH assessment may have a positive impact on learners' attitudes related to addressing patients' social backgrounds without fostering concerns.

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Section: Introductionmentioning

confidence: 99%

“…8 , 9 Encouraging medical professionals to screen and address patients' social needs must be coupled with educational efforts regarding professionalism and underlying health inequities. 10 However, how trainees perceive the process of learning about SDoH assessment tools and implementing tool‐guided care is still ambiguous.…”

Section: Introductionmentioning

confidence: 99%

Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health

Mizumoto,

Fujikawa,

Izumiya

et al. 2024

J of Gen and Family Med

View full text Add to dashboard Cite

show abstract

“…Peek and colleagues 15 publish research on the relationship between physician beliefs about health disparities and their behaviors to screen for and address social needs among patients.…”

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confidence: 99%

Preface

Cifu¹,

Sorrentino²,

Siegler³

et al. 2023

Academic Medicine

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This supplemental issue of Academic Medicine, prepared by the Bucksbaum Institute for Clinical Excellence at the University of Chicago, highlights the broad impact and complexity of the doctor-patient relationship.The Bucksbaum Institute for Clinical Excellence was established in September 2011 with a powerful, multipart mission to improve patient care, strengthen the doctor-patient relationship, enhance communication and shared decision making in health care, strengthen the personal and humanistic components of the doctor-patient relationship, and reduce health care disparities. The institute has worked to achieve its goals within the academic and patient communities at the University of Chicago. The institute has recognized numerous gifted physicians who act as role models and mentors. It has built programs to nurture the growth and development of current and future physicians at every level of training. The Bucksbaum Institute has also funded 162 pilot grants totaling almost $1.2 million to support initiatives that address all aspects of the doctor-patient relationship.

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A Physician’s Sense of Responsibility to Address Disparities: Does It Relate to Reported Behaviors About Screening for and Addressing Social Needs?

Cited by 2 publications

References 25 publications

Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health

Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health

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