Training medical students in the social determinants of health: the Health Scholars Program at Puentes de Salud

O’Brien, Matthew J.; Garland, Joseph; Murphy, Katie; Shuman, Sarah J; Whitaker, Robert C.; Larson, Steven C.

doi:10.2147/amep.s67480

Cited by 48 publications

(40 citation statements)

References 31 publications

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“…All articles except for Powell and Bullock explicitly described programs that used traditional didactic forms of instruction [59][60][61][62][63][64][65][66][67][68][69][70][71][72][73][74][75][76][77]79 (20) and many described participatory components that were also classroom-based: case-based instruction 59,60,63,69,70,73,77 (7); small group work 61,63,69,77,80 (5); and peer teaching 59,66,67,71,78 (5). All learner-led activities were considered participatory within our charting scheme.…”

Section: Educational Methodsmentioning

confidence: 99%

“…60, 65-67, 73, 75-77, 80 Critical reflection was cited as an instructional strategy in six articles. 65,67,[75][76][77]80 Bernstein 76 used critical reflection as a learning tool and as part of program assessment. Bullock 80 described a community-led collaboration where critical reflection is facilitated by faculty and through post-intervention dialogue with community members.…”

Section: Educational Methodsmentioning

confidence: 99%

“…Seven articles described intermediate initiatives ranging from a single course or clerkship 64,74,79 through programs that spanned months. 63,65,77,80 Nine of the articles described longitudinal community-based SDH curricula over a span of one year or more. 61, 62, 66, 69-71, 73, 75, 78 Timing is described in greater detail under program/ publication type in Tables 1 and 2. Articles were also classified by the described programs' availability to all students.…”

Section: Curricular Logistics: Timing Duration and Learner Charactementioning

confidence: 99%

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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: Educational Methodsmentioning

confidence: 99%

Section: Educational Methodsmentioning

confidence: 99%

Section: Curricular Logistics: Timing Duration and Learner Charactementioning

confidence: 99%

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

et al. 2019

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“…An interesting characteristic of these educational experiences is the collaboration with nongovernmental organizations, which work directly in the eld. This kind of partnership "can create a feasible, effective, and sustainable platform for teaching medical students about the social determinants of health" (38). If the aim of the university is to educate future professionals who are aware of the society in which they should live and work, going out from the university and spending time with underserved people, in a supervised academic project could be a good way to reach this aim.…”

Section: Discussionmentioning

confidence: 99%

Long Term Impact Of Global Health Educational Experiences In Rome: An Attempt Of Measurement

Civitelli

Tarsitani

Rinaldi

et al. 2020

Preprint

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Background Global health education (GHE) is spreading in Europe and in other parts of the world. Since 2008, Sapienza University of Rome has offered activities to medical and other health profession students related to global health (GH), which is grounded in the theory of social determinants of health and inspired by social justice. The educational activities included elective courses as well as community and service-learning experiences, referred to as GH gyms. This study attempts to measure the long-term impact of these educational experiences, especially to demonstrate their influence on the perceived social responsibility of future health professionals. Methods A questionnaire was elaborated and validated. It was sent to participants by e-mail. Quantitative results were analysed through descriptive statistics and qualitative answers were carefully read and classified. Results A total of 758 students from different faculties took part to the educational experiences. Only 488 e-mail addresses were available. One hundred and five (25.1%) questionnaires were returned. Participation in GH gyms was perceived to have had a higher influence on future professional and personal choices, when compared to participation in elective GH courses. Conclusions Consideration of health and social issues related with inequities in health and the use of interactive teaching methodologies had important effects on social responsibility of a large number of students. The inclusion of global health education in health and social curricula and the use of interactive methodologies with a correct evaluation of results are the indications that emerge from this research, together with the necessity of a strong involvement of students and professors.

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“…Doch mehren sich die Hinweise, dass gerade hier Optimierungsbedarf und -potenzial besteht. Jüngste Publikationen, die das Wissen um soziodemografische Determinanten von Gesundheit [7], Sozialmedizin [8] und Public Health [9] wieder stärker in die akademische Ausbildung und den Klinikalltag [10] integriert sehen wollen, unterstreichen diese Botschaft, die auch die Epidemiologie der modernen Medizin vermittelt. zialmedizin -parallel zum Fortschreiten der Personalisierten Medizin [11].…”

Section: Einführung ▼unclassified

Klinische Sozialmedizin – Warum? Von der epidemiologischen Assoziation zur personalisierten Sozialmedizin am Beispiel der Versorgung bei Mammakarzinom

et al. 2016

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Advances in biomedicine, especially molecular biology and genetics, gave rise to the concept of personalized medicine targeting the patient's individual characteristics and needs to ensure the best possible therapy and healthcare. This concept, however, can be successfully implemented only if due consideration is given to (psycho-)social factors, as is shown for instance by considerably reduced post-therapy survival rates among cancer patients in regions with lower socioeconomic status, How breast cancer patients, for instance, find their way back to daily life and work after initial treatment at a breast center is substantially determined by multiple factors going beyond pure medical care. These factors critically affect health status and therapy outcomes, but are missing in current research agenda. A profound expertise in social medicine is required to respond in ways tailored to the individual's healthcare needs that go beyond just medical therapy. This expertise comprises, in particular, knowledge of inequality of access to healthcare due to varying health competence that in turn, results in inequality of health outcome and care. Competence in social medicine both in the clinic and outpatient care can help to individually target negative factors that originate from the social environment as well as from deficits in communication and coordination in the healthcare system and have an effect on the health status of patients..This, however, requires institutionalization of (clinical) social medicine and in particular, better opportunities for advanced training in social medicine in clinical departments and outpatient units.

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Training medical students in the social determinants of health: the Health Scholars Program at Puentes de Salud

Cited by 48 publications

References 31 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

Long Term Impact Of Global Health Educational Experiences In Rome: An Attempt Of Measurement

Klinische Sozialmedizin – Warum? Von der epidemiologischen Assoziation zur personalisierten Sozialmedizin am Beispiel der Versorgung bei Mammakarzinom

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