Poverty Simulation: An Experiential Learning Tool for Teaching Social Determinants of Health

Hsieh, Dennis; Coates, Wendy C.

doi:10.1002/aet2.10076

Cited by 17 publications

(19 citation statements)

References 5 publications

(10 reference statements)

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“…7,13,15,29,60,77,86 Innovative simulations may provide a way to both teach and assess skills in addressing and managing SDH for health professionals. 87,88 Many of the educational interventions identified were funded through either time-limited grants or other philanthropic sources. Our findings corroborate the many known barriers to optimal teaching and learning around the SDH, specifically those of insufficient time and funding, as well as a lack of meaningful experiential learning led by expert faculty.…”

Section: Discussionmentioning

confidence: 99%

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

et al. 2019

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BACKGROUND: To provide optimal care, medical students should understand that the social determinants of health (SDH) impact their patients' well-being. Those charged with teaching SDH to future physicians, however, face a paucity of curricular guidance. OBJECTIVE: This review's objective is to map key characteristics from publications about teaching SDH to students in undergraduate medical education (UME). METHODS: In 2016, the authors searched PubMed, Embase, Web of Science, the Cochrane and ERIC databases, bibliographies, and MedEdPORTAL for articles published between January 2010 and November 2016. Four reviewers screened articles for eligibility then extracted and analyzed data descriptively. Scoping review methodology was used to map key concepts and curricular logistics as well as educator and student characteristics. RESULTS: The authors screened 3571 unique articles of which 22 were included in the final review. Many articles focused on community engagement (15). Experiential learning was a common instructional strategy (17) and typically took the form of community or clinic-based learning. Nearly half (10) of the manuscripts described school-wide curricula, of which only three spanned a full year. The majority of assessment was self-reported (20) and often related to affective change. Few studies objectively assessed learner outcomes (2). CONCLUSIONS: The abundance of initial articles screened highlights the growing interest in SDH in medical education. The small number of selected articles with sufficient detail for abstraction demonstrates limited SDH curricular dissemination. A lack of accepted tools or practices that limit development of robust learner or program evaluation was noted. Future research should focus on identifying and evaluating effective instructional and assessment methodologies to address this gap, exploring additional innovative teaching frameworks, and examining the specific contexts and characteristics of marginalized and underserved populations and their coverage in medical education.

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Section: Discussionmentioning

confidence: 99%

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

et al. 2019

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“…To address these shortcomings, we performed a literature review to look for tools that could be used to deliver SDH training in the clinical environment. Interventions included those that did not directly relate to caseload in clinical environment [ 36 , 38 , 39 ] such as teaching kitchen approach [ 20 ], which demonstrated that experiential cooking and nutrition education improved trainees’ abilities to counsel patients on diet and nutrition. In addition, the review revealed a number of approaches that focused on a select cohorts of students [ 21 , 22 , 40 – 42 ].…”

Section: Steps In the Design Of A Novel Social Medicine Curriculummentioning

confidence: 99%

The design and implementation of a longitudinal social medicine curriculum at the University of Vermont’s Larner College of Medicine

et al. 2021

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Background Despite an abundant literature advocating that social determinants of health (SDH) be taught during undergraduate medical education, there are few detailed descriptions of how to design and implement longitudinal core curricula that is delivered to all students and accomplishes this goal. Methods In this paper, we describe the design and implementation of a social medicine curriculum at the University of Vermont’s Larner College of Medicine (UVM Larner). Using Kern’s principles, we designed a longitudinal curriculum that extends through both preclinical and clinical training for all students and focused on integrating SDH material directly into basic science and clinical training. Results We successfully developed and implemented two primary tools, a “Social Medicine Theme of the Week” (SMTW) in preclinical training, and SDH rounds in the clinical setting to deliver SDH content to all learners at UVM Larner. Conclusions Extensive student-faculty partnerships, robust needs assessment, and focusing on longitudinal and integrated SDH content delivery to all students were key features that contributed to successful design and implementation.

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“…Third, simulation training is a widely established tool in medical education that can help learners experience a virtual reality through which they gain situational awareness, enhance communication skills and learn through a cycle of feedback and debriefing [23]. Simulation trainings, such as the poverty simulator which was incorporated in the Boston Medical Center MLP program described in this review [13], can be an effective experiential learning tool within SDoH training [24]. For learners who might not have previously experienced poverty, a simulator, which includes an interactive immersion experience, can sensitize participants to the ways in which their patients are constrained and shaped by economic and political forces [25].…”

Section: Discussionmentioning

confidence: 99%

Teaching the social determinants of health through medical legal partnerships: a systematic review

et al. 2021

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Background Undergraduate and graduate medical education often includes the social determinants of health, but questions remain regarding how best to ensure that trainees become empowered to take action on the social determinants of health in their future practice. The authors conducted a systematic review to better define the impact that educational programs centered on medical legal partnerships have on trainees’ knowledge, attitudes and future practice. The authors sourced data from PubMed, Web of Science, Index to Legal Periodicals, LegalTrac, Google Scholar, Academic Search Complete, Business Source Complete, SocINDEX, SSRN, and Proquest Social Sciences. Selected studies included those centered on Medical Legal Partnerships in undergraduate or graduate medical education and that measured outcomes of the participating trainees. Two abstractors independently extracted information about the study population, setting, design, intervention and outcomes. Results Six out of 483 studies met the inclusion criteria. One study highlighted four different MLPs, thus nine total MLP programs were included. Trainees included medical students as well as interns and residents from pediatrics, family medicine and internal medicine. Interventions ranged from didactic sessions, to advocacy projects, to hands-on community-based learning, to poverty simulation trainings. Benefits to trainees were wide in scope but all programs showed improvements in participants’ understanding, comfort, confidence, and/or abilities in identifying and intervening on the social determinants of health in their patients. Conclusion As medical schools and residency programs are increasingly considering how to effectively teach trainees to understand and address the social determinants of health, the findings in this systematic review suggest that inclusion of Medical Legal Partnerships into training programs is an effective approach.

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Poverty Simulation: An Experiential Learning Tool for Teaching Social Determinants of Health

Abstract: A s health care moves toward value-based care and

Cited by 17 publications

References 5 publications

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

The design and implementation of a longitudinal social medicine curriculum at the University of Vermont’s Larner College of Medicine

Teaching the social determinants of health through medical legal partnerships: a systematic review

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