Undergraduate Premedical Student Perceptions of an Emergency Department–Based Social Needs Screening Program

Vongsachang, Hursuong; Oshima, Sachi; Nguyen, Christine; Gaulocher, Suzanne; Wang, N. Ewen

doi:10.1007/s40670-020-00936-x

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Finally, students engage in weekly debriefing during their tenure within the program to ensure retention of their knowledge and efficiency within the ED. Each year, approximately four student leaders are selected from experienced volunteers to help teach the didactic course, supervise volunteers, and manage the administrative operations of the ED help desk 12 …”

Section: Methodsmentioning

confidence: 99%

A lasting impact? Exploring the immediate and longitudinal impact of an emergency department service learning help desk program

Cohen

Bellon

et al. 2022

AEM Education and Training

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Background:The emergency department (ED) help desk is an undergraduate-run service learning program that screens ED patients for social needs, connects them to community resources, and follows-up to promote connections with resources. Students accepted to the program participate in a didactic course on the fundamentals of social emergency medicine as well as available community resources. Students also receive training around interviewing patients and use of screening software. Students commit to at least three quarters of service, during which they attend weekly team meetings.Methods: This qualitative study explores the impact of this service learning experience for students. Current and former students were identified by the director of the program. Purposive and snowball sampling was used to select a sample of participants that participated in a semistructured interview. Our codebook was developed inductively using thematic analysis. Themes were presented and discussed with the entire research team for further analysis and refinement. Data collection and analysis used a constant comparative approach, and data collection ceased when saturation was achieved.Results: Study participants consisted of current and former ED help desk student volunteers (n = 21). All participants believed that the ED help desk service learning experience prepared them for future careers by providing an experience that filled a gap in their education. We identified four main themes: (1) participants' perceived impact on patients, (2) learning from patients' experiences and differences, (3) appreciating patients' vulnerability and collaboratively addressing patients' needs, and (4) learning to navigate patients' social needs within the broader health care system. Conclusions:Our ED help desk service learning program offers a unique experience for students to learn about patients' social needs, participate in meaningfully interactions with patients, and empower themselves and patients to work together as coproducers of patients' care.

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Section: Methodsmentioning

confidence: 99%

A lasting impact? Exploring the immediate and longitudinal impact of an emergency department service learning help desk program

Cohen

Bellon

et al. 2022

AEM Education and Training

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“…5,6 Accordingly, educational innovations have gained prominence in medical school curricula as well as in pediatric and emergency medicine (EM) residency programs under the banner of social determinants of health (SDOH). [7][8][9][10][11][12][13][14][15] Recent national research showed, however, that only a minority of pediatric emergency medicine (PEM) fellows receive education in SDOH and training in social care during fellowship. 16 Given their various roles in clinical leadership, patient advocacy, and research at the generational crux of medical education innovation, PEM fellows are uniquely positioned as movers and shakers in the field of social care.…”

mentioning

confidence: 99%

“…Social care addresses patient and family health–related social risk and social need—the latter distinguished by conditions in which families would like assistance 5,6 . Accordingly, educational innovations have gained prominence in medical school curricula as well as in pediatric and emergency medicine (EM) residency programs under the banner of social determinants of health (SDOH) 7–15 . Recent national research showed, however, that only a minority of pediatric emergency medicine (PEM) fellows receive education in SDOH and training in social care during fellowship 16 .…”

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confidence: 99%

Social Care Education and Training Among US Pediatric Emergency Medicine Fellowship Programs

Assaf,

Doucet

et al. 2024

Pediatr Emer Care

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Objective The aim of the study is to assess the association of social determinants of health (SDOH) education and social needs training on pediatric emergency medicine (PEM) physician perception and practices of social care. Methods Data were derived from the 2021 National Social Care Practices Survey of PEM program directors (PDs) and fellows. Ordinal and binary logistic regression modeling were completed for educational/training factors and social care perspective and practice outcomes. Results A national sample of 44 PDs (49% response rate) and 109 fellows (28%) participated. A minority of fellows received SDOH education and social needs training during fellowship. Fellows and PDs with SDOH education had a 3.1 odds (95% confidence interval CI, 1.4–6.9) of screening for social needs, with 4.4 odds among fellows (95% CI, 1.2–20.7). Those with social needs training were more comfortable assessing social risk, with 2.4 odds overall (95% CI, 1.2–4.7) and 3.1 odds among fellows (95% CI, 1.4–6.7). They also had 2.4 odds overall (95% CI, 1.1–4.9) of screening for social needs, with a 2.9 odds among fellows (95% CI, 1.3–6.8). Conclusions Social care education and training appear to be associated with comfort assessing social risk and social needs screening tendency among both PEM PDs and fellows. Key areas for educational interventions are identified among PEM fellows, who are uniquely positioned as clinical leaders and patient advocates.

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Workplace-based learning about health promotion in individual patient care: a scoping review

Verhees,

Engbers,

Landstra

et al. 2023

BMJ Open

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ObjectiveTo outline current knowledge regarding workplace-based learning about health promotion in individual patient care.DesignScoping review.Data sourcesPubMed, ERIC, CINAHL and Web of Science from January 2000 to August 2023.Eligibility criteriaWe included articles about learning (activities) for healthcare professionals (in training), about health promotion in individual patient care and in the context of workplace-based learning.Data extraction and synthesisThe studies were evaluated using a charting template and were analysed thematically using a template based on Designable Elements of Learning Environments model.ResultsFrom 7159 studies, we included 31 that described evaluations of workplace-based learning about health promotion, around a variety of health promotion topics, for different health professions. In the articles, health promotion was operationalised as knowledge, skills or attitudes related to specific lifestyle factors or more broadly, with concepts such as health literacy, advocacy and social determinants of health. We assembled an overview of spatial and instrumental, social, epistemic and temporal elements of learning environments in which health promotion is learnt.ConclusionsThe studies included in our analysis varied greatly in their approach to health promotion topics and the evaluation of learning outcomes. Our findings suggest the importance of providing opportunities for health profession learners to engage in authentic practice situations and address potential challenges they may experience translating related theory into practice. Additionally, our results highlight the need for conscious and articulated integration of health promotion in curricula and assessment structures. We recommend the exploration of opportunities for health profession students, professionals and patients to learn about health promotion together. Additionally, we see potential in using participatory research methods to study future health promotion learning.Study registrationOpen Science Framework,https://doi.org/10.17605/OSF.IO/6QPTV.

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Undergraduate Premedical Student Perceptions of an Emergency Department–Based Social Needs Screening Program

Cited by 3 publications

References 6 publications

A lasting impact? Exploring the immediate and longitudinal impact of an emergency department service learning help desk program

A lasting impact? Exploring the immediate and longitudinal impact of an emergency department service learning help desk program

Social Care Education and Training Among US Pediatric Emergency Medicine Fellowship Programs

Workplace-based learning about health promotion in individual patient care: a scoping review

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