Structural competency curriculum in health sciences education: a scoping review protocol

Gholar, Victoria M; Palokas, Michelle; Christian, Robin

doi:10.11124/jbies-21-00121

Cited by 3 publications

(7 citation statements)

References 21 publications

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“…Data were extracted from papers included in the scoping review by 2 independent reviewers (VG and JT) using a data extraction tool as recommended by the JBI methodology for scoping reviews 53 . The table was developed by the reviewers and presented in the original protocol 52 . The data extraction table included rows for the following data: author(s), title, year of publication, country, source/journal, aim/purpose, population and sample size within the source (including the type of health science students), methodology, context, and key findings of how structural competency has been implemented, how structural competency has been evaluated, and the outcomes reported with the implementation of structural competency training in health science education.…”

Section: Methodsmentioning

confidence: 99%

“…This scoping review was conducted following the JBI methodology for scoping reviews 53 . This review was conducted in accordance with a published a priori protocol 52 . This manuscript followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist 54 …”

Section: Methodsmentioning

confidence: 99%

“…In our protocol, 52 we did not include conference abstracts or peer reviewed articles in our types of sources. However, we did locate relevant information in these evidence types, which made them appropriate to include in the review.…”

Section: Inclusion Criteriamentioning

confidence: 99%

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Structural competency curriculum in health sciences education: a scoping review

Gholar

Palokas

Tacy

2023

JBI Evidence Synthesis

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Objective: The objective of this review was to explore what is known about implementing and evaluating the structural competency framework in undergraduate and graduate health science programs. This review also sought to identify outcomes that were reported as a result of adding this training to various curricula. Introduction: The structural competency framework was introduced in 2014 to train pre-health and health professionals to understand broader structures that influence health inequities and outcomes of health. Across the globe, programs are incorporating structural competency in the curricula to address structural issues that impact interactions in the clinical setting. The implementation and evaluation of structural competency training across multiple health science programs are poorly understood and deserve further examination. Inclusion criteria: This scoping review considered papers that described the implementation, evaluation, and outcomes of structural competency training for undergraduate or graduate students and postgraduate trainees in health science programs in any geographic location. Methods: Papers published in English that addressed the implementation and evaluation of structural competency frameworks in undergraduate and graduate health science programs were included. No date restrictions were imposed. The databases searched included MEDLINE (PubMed), CINAHL (EBSCO), Scopus, Embase, EuropePubMed Central (European Bioinformation Institute), PsycINFO (EBSCO), and Education Resources Information Center (ERIC). Sources of unpublished studies and gray literature searched included ProQuest Dissertations and Theses (ProQuest), PapersFirst (WorldCat), and OpenGrey. Screening of full-text papers and data extraction were performed independently by 2 reviewers. Results: Thirty-four papers were included in this review. Implementation of structural competency training was described in 33 papers, evaluation of training was described in 30 papers, and outcomes were reported in 30 papers. Throughout the included papers, the methods/pedagogical approaches to implementing structural competency in curricula varied. Evaluations focused on knowledge, skills, abilities, attitudes of students, quality, perceptions, and effectiveness of training. Conclusions: This review revealed that health educators have successfully implemented structural competency training in medical, pharmacy, nursing, residency, social work, and pre-health programs. There are multiple methods of teaching structural competency, and trainers can adapt delivery methods for different educational contexts. Neighborhood exploration; photovoice, including community-based organizations in clinical rotations; incorporating team-building exercises; case-based scenarios; and peer-teaching are among the innovative approaches that can be used to deliver the training. Training can be provided in short intervals or incorporated throughout an entire study plan to enhance students’ structural competency skills. Methods of evaluating structural competency training vary and include qualitative, quantitative, and mixed methods.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Structural competency curriculum in health sciences education: a scoping review

Gholar

Palokas

Tacy

2023

JBI Evidence Synthesis

Self Cite

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“…11 Structural competency training is an approach commonly used to inform and educate students about cultures and communities, but how is structural competency training adapted to involve social determinants in clinical practice? Gholar et al 12 reveal the results of their scoping review on the implementation and evaluation of structural competency training in health science programs for undergraduate, graduate, and postgraduate students. Additionally, Curnew et al 13 plan to map the literature related to education within primary care that facilitates access to health care services.…”

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confidence: 99%

Educating future generations of health professionals: looking back and moving forward

Ramis

Perrenoud

2023

JBI Evidence Synthesis

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“…Structural determinants of health are the social, economic, and political factors that produce social class inequalities 5 . Health science programs across the globe are looking further upstream to help students understand the root causes/structures that drive health inequities evident across racial, gender, socioeconomic, and geographic lines by including structural competency in the curricula 6 . These professional programs include pharmacy, medicine, nursing, public health, social work, post-graduate medical residencies, and fellowships 6 …”

mentioning

confidence: 99%