The experiences of community organizations partnering with a medical school to improve students’ understanding of the social determinants of health: A qualitative study

Palakshappa, Deepak; Denizard-Thompson, Nancy; Puccinelli-Ortega, Nicole; Brooks, Amber; Damman, Amanda; Miller, David P.

doi:10.1080/0142159x.2022.2056007

Cited by 5 publications

(6 citation statements)

References 37 publications

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“…Capstone projects addressing real community problems in collaboration with local partners can enrich applied learning experiences [22]. Students may face challenges such as resource limitations, unforeseen circumstances, communication barriers, and stakeholder con icts, necessitating guidance from faculty and community partners [42].…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Determinants of Community-oriented Education to Anchor Relevance in Health Professions Education: A Scoping Review

Talaat,

Hamed

2023

Preprint

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Background Community-oriented education is increasingly prioritized in health professions curricula but evidence on determinants for effective implementation is dispersed. This scoping review aimed to identify key determinants to guide curriculum design, implementation and evaluation. Methods Databases (PubMed, Scopus) were searched for relevant studies which were screened against eligibility criteria. Determinants were extracted, analysed thematically, and synthesized narratively. A concept framework was developed to visualize relationships between determinants. Results Of 2789 records screened, 88 studies were included. Determinants were organized into 8 themes: community needs relevance, priority health problems, integration level, community involvement, cultural sensitivity, social accountability, health systems science, and collaboration with organizations. Determinants centred on aligning education with local contexts and priorities through engaged partnerships. Relationships between determinants were hypothetical requiring further verification. Conclusion The framework offers a preliminary model of determinants that can direct further rigorous inquiry. Evidence for definitive determinants of community-oriented curricula requires validation through systematic reviews. The results provide an initial synthesis to guide curriculum development pending robust evidence.

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Section: Discussionmentioning

confidence: 99%

“…However, competence alone risks reductionism without the lens of safety. Partnering with community organizations enhances relevance and impact of medical education [42].…”

Section: Determinant 5: Cultural Sensitivitymentioning

confidence: 99%

Exploring the Determinants of Community-oriented Education to Anchor Relevance in Health Professions Education: A Scoping Review

Talaat,

Hamed

2023

Preprint

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“…13 The burgeoning field of social emergency medicine 14 has recognized the inadequate training of physicians on the U.S. social determinants of health (SDOH) model. 15,16 Many have responded by incorporating a patient's social context into emergency medicine education 17 through unique partnerships between academic institutions and community organizations 18,19 and publishing novel curricula. [20][21][22] However, a peer-assisted learning case for medical students using community-engaged pedagogy and focusing on OUD management in the ED has yet to be described.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Community‐engaged pedagogy in an emergency medicine clerkship: Teaching trauma‐informed addiction care and harm reduction through a peer‐assisted learning case

Fockele,

Lindgren,

Ferreira

et al. 2024

AEM Education and Training

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BackgroundThe impact of opioid use disorder (OUD) in the United States continues to rise, yet this topic has limited coverage in most medical school curricula. The study partnered with academic and community harm reductionists to design a peer‐assisted learning case of opioid withdrawal to teach fourth‐year medical students about trauma‐informed OUD care and harm reduction services during their emergency medicine clerkship.MethodsAcademic and community harm reductionists iteratively codesigned this case in partnership with the research team. Community‐engaged pedagogy informed this process to promote social action and power sharing through education. This case was integrated into the existing weekly peer‐assisted learning curriculum (i.e., medical students teaching medical students through a structured case) for all fourth‐year medical students during their required emergency medicine clinical rotation. Participants completed a postcase evaluation survey.ResultsSixty‐four medical students completed the survey between June and November 2022. A total of 98.5% of participants found the educational session quite or extremely relevant to their medical education, and 87.5% believed the case to be quite or extremely effective in achieving the learning objectives. A total of 45.3% initially felt quite or extremely competent in talking with patients about their drug use, whereas 53.2% felt quite or extremely more competent after participating in the case. Finally, 21.9% initially felt quite or extremely competent in proposing a treatment plan for a patient who uses drugs, whereas 62.5% felt quite or extremely more competent after participating in the case.ConclusionsThis study supports the feasibility and importance of incorporating the voices of people with lived and living experience into medical school curricular development. This peer‐assisted learning case focused on the treatment of OUD in the emergency department was seamlessly integrated into the existing curriculum and well received by medical students. By engaging local experts, it could easily be adapted and expanded to other sites.

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“…This restricted the scope of understanding with regard to how these programmes operate within dental schools and the approaches dental schools use to teach and evaluate these skills. It is widely acknowledged and understood that students can acquire skills such as understanding determinants of health by working collaboratively with the communities/populations they serve, as this helps them to understand how peoples' lives influence their health and the treatment options, 3,11,141,142 but only three papers in this review used such approaches. 39,43,87 The issues identified suggest scope for future research using a variety of methods.…”

Section: Focusing the Research On Clinical Aspects Of The Programmementioning

confidence: 99%

Community‐basededucation programmes in the context of dental education: A scoping review

Elsheli,

Patrick,

Stokes

2023

Eur J Dental Education

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BackgroundCommunity education programmes are vital tools for teaching skills, such as understanding the larger cultural, economic and social determinants of health and how these factors impact people's health. It is currently unclear whether community education programmes in the field of dentistry deliver adequate value. This review aims to scope, collate and analyse globally published evidence concerning community education programmes in dentistry from inception, to gain an understanding of the intentions for these programmes and establish whether outcomes have shifted over time from the original intentions.MethodsArksey and O'Malley's framework for scoping reviews was employed to guide the reviewers. A systematic search of electronic databases and the reference lists in key papers was conducted.ResultsA systematic search concerning community education in dentistry identified a total of 140 papers for full‐text evaluations. After further exclusions, 115 articles were selected for data charting. There was a lack of clarity in the literature concerning programmes' definitions and strategies for achieving intentions. Origins, intentions and motivations of the programmes were identified. The literature largely focused on assessing students' clinical treatment skills, contradicting the programme's original idea and intentions. Only a few studies incorporated patient and community perspectives, and the majority of assessments were self‐reported, primarily by students.ConclusionsThere is broad interest in integrating community education into dental curricula to teach complex concepts, dental public health principles and to ensure professional skills development. We identified issues in the literature around programme definitions, strategies, measurement approaches and programme success requiring additional research.

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The experiences of community organizations partnering with a medical school to improve students’ understanding of the social determinants of health: A qualitative study

Cited by 5 publications

References 37 publications

Exploring the Determinants of Community-oriented Education to Anchor Relevance in Health Professions Education: A Scoping Review

Exploring the Determinants of Community-oriented Education to Anchor Relevance in Health Professions Education: A Scoping Review

Community‐engaged pedagogy in an emergency medicine clerkship: Teaching trauma‐informed addiction care and harm reduction through a peer‐assisted learning case

Community‐basededucation programmes in the context of dental education: A scoping review

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