The Impact of “See the City You Serve” Field Trip: An Educational Tool for Teaching Social Determinants of Health

Chang, Aileen Y.; Bass, Tracie L.; Duwell, Monique; Berger, Jeffrey S.; Bangalore, Raksha; Lee, Nancy S.; Amdur, Richard; Andrews, Marcus R; Fahnestock, Esme; Kahsay, Lamek; El-Bayoumi, Jehan

doi:10.4300/jgme-d-16-00212.1

Cited by 17 publications

(13 citation statements)

References 3 publications

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“…For instance, some have established medical and/or veterinary community clinics [ 20 , 28 ] where students work alongside trained professionals to provide clinical care to underserved communities. Further, one university implemented a community-guided bus trip through local neighborhoods to teach medical interns about challenges affecting their patients [ 29 ]. Similar to this, our veterinary medical students participate in community service programs in collaboration with an animal welfare organization during Years 2–4 of the DVM degree.…”

Section: Discussionmentioning

confidence: 99%

“…Similar to this, our veterinary medical students participate in community service programs in collaboration with an animal welfare organization during Years 2–4 of the DVM degree. Insights learned through evaluation of these initiatives confirm that these experiences greatly expand student understanding of the social determinants of human health [ 29 ] as well as the connection between human and animal welfare (One Welfare) [ 28 ]. Nevertheless, these experiences do not extend to consideration of the ecological factors that contribute to health and wellbeing outcomes.…”

Section: Discussionmentioning

confidence: 99%

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One health in our backyard: Design and evaluation of an experiential learning experience for veterinary medical students

et al. 2018

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BackgroundNew educational approaches are needed to improve student understanding of the wider sociological and ecological determinants of health as well as professional responsibilities in related areas. Field trips allow students to observe interaction between plant, animal and human communities, making them an ideal tool for teaching One Health concepts.MethodsVeterinary medical students participated in a field trip to a local parklands area, frequented by humans, dogs, horses, and wildlife. Students rotated through 5 learning activities (‘stations’) that focused on: (1) response to exotic animal disease incursion (equine influenza); (2) impact of cultures and belief systems on professional practice; (3) management of dangerous dogs; (4) land use change, biodiversity and emerging infectious disease; and (5) management of environmentally-acquired zoonoses (botulism). Intended learning outcomes were for students to: evaluate the various roles and responsibilities of veterinarians in society; compare the benefits and risks associated with human-animal and animal-animal interactions; and evaluate the contributions made by various professionals in safeguarding the health and welfare of animals, humans and the environment. Following the field trip, students participated in a debrief exercise and completed an online survey on their experiences.ResultsFeedback from students collected in 2016/2017 (n = 211) was overwhelmingly positive. The learning experience at each station was rated as 4 (‘Good’) or 5 (‘Very Good’) out of 5 by 82–96% of students. Responses to closed- and open-ended questions − as well as outputs generated in the debrief session − indicated that students achieved the learning outcomes. Overall, 94% of students agreed or strongly agreed that they had a better understanding of One Health because of the field trip.ConclusionsField trips to local parklands are effective in promoting learning about One Health and can be incorporated into the core curriculum to maximize student exposure at relatively low cost.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

One health in our backyard: Design and evaluation of an experiential learning experience for veterinary medical students

et al. 2018

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“…Our literature review revealed no validated questionnaires measuring medical trainees' knowledge or practice related to the SDOH. Therefore, we developed a questionnaire for this study by adapting items from previously published instruments assessing related areas [10][11][12][13][14]. We followed Moore's taxonomy of outcomes as a framework to develop questions assessing residents' selfreported competence identifying and addressing SDOH [15].…”

Section: Measurementsmentioning

confidence: 99%

Identifying and addressing social determinants of health in outpatient practice: results of a program-wide survey of internal and family medicine residents

et al. 2020

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Background: Up to 60% of preventable mortality is attributable to social determinants of health (SDOH), yet training on SDOH competencies is not widely implemented in residency. The objective of this study was to assess internal and family medicine residents' competence at identifying and addressing SDOH. Methods: Residents' perceived competence at identifying, discussing, and addressing SDOH in outpatient settings was assessed using a single questionnaire administered in March 2017. In this cross-sectional analysis, bivariate associations of resident characteristics with the following outcomes were examined: identifying, discussing, and addressing patients' challenges related to SDOH through referrals. Results: The survey was completed by 129 (84%) residents. Twenty residents (16%) reported an annual income of less than $50,000 during childhood. Overall, 108 residents (84%) reported previous SDOH training. Two-thirds had outpatient practices in Veterans Affairs or safety-net clinics. Thirty-nine (30%) intended to pursue a career in primary care. The following numbers of residents reported high levels of competence for performing these outcomes: identifying patients' challenges related to SDOH: 37 (29%); discussing them with patients: 18 (14%); and addressing these challenges through referrals to internal and external resources: 13 (10%) and 11 (9%), respectively. Factors associated with higher competence included older age, lower childhood household income, prior education about SDOH, primary practice site and intention to practice primary care. Conclusions: Most residents had previous SDOH training, yet only a small proportion of residents reported being highly competent at identifying or addressing SDOH. Providing opportunities for practical training may be a key component in preparing medical residents to identify and address SDOH effectively in outpatient practice.

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“…A field trip is a journey that allows students and teachers to leave the classroom to experience settings away from their normal environment [7]. Field trips are sometimes conducted in medical programmes as a direct approach to teaching and learning essential knowledge and activities in medical practice [8][9][10][11]. The studied field trip programme is held in Summer Semester to allow students to recognize and directly in contact with the raw Chinese herbs in the wild that they have previously studied in the "Chinese Materia Medica" course.…”

Section: Prior Workmentioning

confidence: 99%

Effectiveness of blending E-learning with field trip on Chinese herbal medicine education: quasi-experimental study

Tam

Wang

et al. 2020

BMC Complement Med Ther

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Background: Chinese Medicine education is part of professional medical training in Hong Kong. An important element of this is herbal medicine, which requires both theoretical and practical knowledge. A field trip programme was adopted to provide students with direct experience of medicinal plants studied in lectures. However, problems with the current programme were identified in learning outcome assessment and long-term knowledge management. To improve the teaching quality, a Moodle e-learning module was designed for augmentation. This study aimed to quantitatively evaluate the effectiveness of the Moodle module in supplementing the current field trip programme. Methods: Prospective quasi-experiment. Participants were 49 year-2 students in the Bachelor of Chinese Medicine programme. A Moodle module including five online activities regarding two groups of herbal plants was integrated before and after the field trip. Fill-in-the-blank questions were used to assess the learning outcome. Also, a questionnaire was developed to collect student feedback as the secondary outcome. Results: For herbal plants in Group A, the assessment score was higher in Moodle group (29.65 ± 5.0) than for the control group (21.65 ± 6.5) (P < 0.01). For herbal plants in Group B, the assessment score was higher for the Moodle group (28.68 ± 4.7) than for the control group (24.26 ± 7.7) (P < 0.01). The questionnaire results showed that students were satisfied with the Moodle platform. Conclusions: A specially designed Moodle module may be effective in augmenting the field trip for Chinese herbal medicine education.

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The Impact of “See the City You Serve” Field Trip: An Educational Tool for Teaching Social Determinants of Health

Abstract: Background There has been limited evaluation of tools for teaching social determinants of health (SDOH).

Cited by 17 publications

References 3 publications

One health in our backyard: Design and evaluation of an experiential learning experience for veterinary medical students

One health in our backyard: Design and evaluation of an experiential learning experience for veterinary medical students

Identifying and addressing social determinants of health in outpatient practice: results of a program-wide survey of internal and family medicine residents

Effectiveness of blending E-learning with field trip on Chinese herbal medicine education: quasi-experimental study

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