scholarly journals A Faculty Development Graduate Medical Education Retreat to Teach and Address Social Determinants of Health

2020 ◽  
Vol 7 ◽  
pp. 238212052091549
Author(s):  
Johanna Martinez ◽  
Alice Fornari ◽  
Venice VanHuse ◽  
Ethan Fried ◽  
Omolara T Uwemedimo ◽  
...  
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Graduate Medical Education ◽  
Social Determinants ◽  
Determinants Of Health ◽  
Clinical Workflow ◽  
Graduate Medical ◽  
Positive Attitudes ◽  
Faculty Educators ◽  
Program Description

Background: Social determinants of health (SDH) account for a large percentage of health outcomes. Therefore, ensuring providers can address SDH is paramount yet curricula in this area is limited. Aim: The authors aimed to raise awareness, identify learning opportunities, foster positive attitudes, and equip educators to implement SDH curriculum. Setting and participants: This retreat occurred at a large academic institution and had over 130 participants who represented 56 distinct training programs and over 20 disciplines. Program description: The retreat was titled “Social Determinants of Health: Walking in Your Patients’ Shoes.” The retreat was holistic and used a multidimensional approach that included traditional learning, team-based learning, reflective practice, and prompted action. Program evaluation: The evaluation of this retreat included electronic surveys and both qualitative and quantitative data. The retreat’s quality and effectiveness at improving participants’ knowledge and skill in addressing SDH was highly rated and resulted in numerous programs, including surgical and subspecialty programs reporting adopting SDH curricular and clinical workflow changes. Discussion: The retreat was successful and reached a wide and diverse set of faculty educators and can serve as an education model to the graduate medical education community on how to start to develop “physician-citizens.”

scholarly journals A scoping review of social determinants of health curricula in post-graduate medical education

2019 ◽  
Vol 10 (3) ◽  
pp. e61-71
Author(s):  
Kimberly Anne Hunter ◽  
Ben Thomson
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Graduate Medical Education ◽  
Social Determinants ◽  
Scoping Review ◽  
The United States ◽  
Course Evaluation ◽  
Determinants Of Health ◽  
Post Graduate ◽  
Graduate Medical

Social determinants of health are responsible for 50% of ill health. The Royal College of Physicians and Surgeons of Canada CanMEDS role of “physician advocate” requires physicians to attain competency in this particular domain, but physician trainees feel this is not well covered in their training programs. This study performed a scoping review of social determinants of health curricula that had been described, implemented and evaluated in post-graduate medical education. A search using MEDLINE(OvidSP) database, with search terms “residency,” ”curriculum,” and “social determinants” with no age, language, and publication date restrictions was done.Researchers identified a total of 12 studies, all from the United States, in internal medicine (n=4), pediatrics (n=4), family medicine (n=2), or multiple (n=2) residency programs. Most curricula (n=8, 67%), were longitudinal, and most contained both patient or community exposure (n=11, 92%) and/or classroom-based components (n=10, 83%). Most (78%) curricula improved participant related outcomes, including exam performance, awareness regarding personal practice, confidence, improved screening for social determinants of health and referral to support services. Program specific outcomes were frequently positive (50%) and included resident satisfaction and high course evaluation scores, high representation of resident and faculty from minority groups, applicability of training to underserviced populations, and improved engagement of marginalized community members. When evaluated, academic outcomes were always positive, and included acceptance of scholarly projects to national conferences, publication of research work, grants earned to support health projects, local or national awards for leadership and community engagement, and curriculum graduates later pursuing related Masters degrees and/or establishing medical practices in underserved areas. Only one study reported a patient-related outcome, with advice provided by health care providers considered by patients to be helpful. Researchers used these results to design recommendations for creation of a post-graduate curriculum to address social determinants of health were provided.

scholarly journals Teaching the Social Determinants of Health Through Medical Legal Partnerships: A Systematic Review

2021 ◽  
Author(s):  
Benjamin Robinson ◽  
Kristian Welch ◽  
Michaela Martin ◽  
Amy Salerno ◽  
Drew Harris
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Social Determinants Of Health ◽  
Graduate Medical Education ◽  
Social Determinants ◽  
Determinants Of Health ◽  
Systemic Review ◽  
Graduate Medical ◽  
The Social ◽  
Future Practice

Abstract Background: Medical education is increasingly focused on the social determinants of health (SDoH), but questions remain regarding how best to ensure that trainees become empowered to take action on the SDoH in their future practice. The authors conducted a systematic review to better define the impact that educational programs centered on medical legal partnerships (MLP) have on trainees’ knowledge, attitudes and future practice. Methods: The authors sourced data from PubMed, Web of Science, Index to Legal Periodicals, LegalTrac, Google Scholar, Academic Search Complete, Business Source Complete, SocINDEX, SSRN, and Proquest Social Sciences. Selected studies included those centered on Medical Legal Partnerships in graduate medical education and that measured outcomes of the participating trainees. Two abstractors independently extracted information about the study population, setting, design, intervention and outcomes. The literature search was conducted in 2019. Results: Six out of 483 studies met the inclusion criteria. One study highlighted three different MLPs, thus eight total MLP programs were included. Trainees included residents from pediatrics, family medicine and internal medicine. Interventions ranged from didactic sessions, to advocacy projects, to hands-on community-based learning, to poverty simulation trainings. Benefits to trainees were wide in scope but all programs showed improvements in participants’ understanding, comfort, confidence, and/or abilities in identifying and intervening on SDoH in their patients. Conclusion: As undergraduate and graduate medical education is increasingly considering how to effectively teach trainees to understand and address SDoH, the findings in this systemic review suggest that inclusion of Medical-Legal Partnerships into training programs is an effective approach.

scholarly journals Teaching the social determinants of health through medical legal partnerships: a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kristian Welch ◽  
Benjamin Robinson ◽  
Michaela Lieberman Martin ◽  
Amy Salerno ◽  
Drew Harris
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Social Determinants Of Health ◽  
Graduate Medical Education ◽  
Social Determinants ◽  
Determinants Of Health ◽  
Graduate Medical ◽  
The Social ◽  
The Impact ◽  
Future Practice

Abstract Background Undergraduate and graduate medical education often includes the social determinants of health, but questions remain regarding how best to ensure that trainees become empowered to take action on the social determinants of health in their future practice. The authors conducted a systematic review to better define the impact that educational programs centered on medical legal partnerships have on trainees’ knowledge, attitudes and future practice. The authors sourced data from PubMed, Web of Science, Index to Legal Periodicals, LegalTrac, Google Scholar, Academic Search Complete, Business Source Complete, SocINDEX, SSRN, and Proquest Social Sciences. Selected studies included those centered on Medical Legal Partnerships in undergraduate or graduate medical education and that measured outcomes of the participating trainees. Two abstractors independently extracted information about the study population, setting, design, intervention and outcomes. Results Six out of 483 studies met the inclusion criteria. One study highlighted four different MLPs, thus nine total MLP programs were included. Trainees included medical students as well as interns and residents from pediatrics, family medicine and internal medicine. Interventions ranged from didactic sessions, to advocacy projects, to hands-on community-based learning, to poverty simulation trainings. Benefits to trainees were wide in scope but all programs showed improvements in participants’ understanding, comfort, confidence, and/or abilities in identifying and intervening on the social determinants of health in their patients. Conclusion As medical schools and residency programs are increasingly considering how to effectively teach trainees to understand and address the social determinants of health, the findings in this systematic review suggest that inclusion of Medical Legal Partnerships into training programs is an effective approach.

scholarly journals Expert Consensus on Inclusion of the Social Determinants of Health in Undergraduate Medical Education Curricula

2019 ◽  
Vol 94 (9) ◽  
pp. 1355-1360 ◽  
Author(s):  
Karen A. Mangold ◽  
Tami R. Bartell ◽  
Ashti A. Doobay-Persaud ◽  
Mark D. Adler ◽  
Karen M. Sheehan
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Undergraduate Medical Education ◽  
Social Determinants ◽  
Determinants Of Health ◽  
Expert Consensus ◽  
The Social

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

2019 ◽  
Vol 34 (5) ◽  
pp. 720-730 ◽  
Author(s):  
Ashti Doobay-Persaud ◽  
Mark D. Adler ◽  
Tami R. Bartell ◽  
Natalie E. Sheneman ◽  
Mayra D. Martinez ◽  
...  
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Undergraduate Medical Education ◽  
Social Determinants ◽  
Scoping Review ◽  
Determinants Of Health ◽  
The Social

scholarly journals How are social determinants of health represented in German medical education?: a qualitative content analysis of key-curricular documents

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e036026
Author(s):  
Franziska Hommes ◽  
Simon Drees ◽  
Karin Geffert ◽  
Peter von Philipsborn ◽  
Jan M Stratil
Keyword(s):  
Medical Education ◽  
Content Analysis ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Health Workforce ◽  
Qualitative Content Analysis ◽  
Medical Schools ◽  
Determinants Of Health ◽  
Childhood Development ◽  
Coding System

ObjectiveThe WHO Commission on Social Determinants of Health (SDH) has called for a health workforce trained in recognising, understanding and acting on the SDH. However, little is known about how current medical education prepares graduates for this challenge. This study analyses the extent to which the German medical education incorporates content on SDH.DesignFollowing a published protocol, in 2018, we conducted a qualitative and quantitative content analysis of three key document groups, defining and guiding what medical schools are expected to teach and what medical students are expected to know when graduating in Germany. We developed the coding system in a mixed inductive and deductive approach based on key WHO documents.SettingMedical schools and the medical education system in Germany.ResultsImportant gaps exist in the representation of SDH in medical education in Germany. Between 3% and 27% of the analysed document-elements made reference to SDH and only 0%–3% of those document elements made explicit references to SDH. While some aspects were covered widely (eg, topics of occupational health, early childhood development and hygiene), other topics such as health inequalities or determinants outside of the healthcare system were not or hardly represented.ConclusionsA stronger and more explicit representation of SDH in German medical education is needed to prepare the new health workforce for current and future challenges in our globalised world and for medical schools to be socially accountable.

scholarly journals An Evaluation of Cascading Mentorship as Advocacy Training in Undergraduate Medical Education 

2020 ◽  
Author(s):  
Mitesh Patel ◽  
Devon Aitken ◽  
Yunlin Xue ◽  
Sanjeev Sockalingam ◽  
Alexander Simpson
Keyword(s):  
At Risk ◽  
Medical Education ◽  
Content Analysis ◽  
Medical Students ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Determinants Of Health ◽  
At Risk Youth ◽  
Advocacy Training ◽  
Youth Advocacy

Abstract Background Physicians are in a position of great influence to advocate for health equity. As such, it is important for physicians-in-training to develop the knowledge and skills necessary to fulfil this role. Although various undergraduate medical programs have implemented health advocacy training, they often lack experiential learning and physician involvement. These aspects are foundational to the Advocacy Mentorship Initiative (AMI) which utilizes cascading mentorship as a novel approach to advocacy training. Medical students develop advocacy competency as peer mentors to youth raised in at-risk environments, while also being mentored themselves by physician residents. We aim to determine whether there are specific advantages to utilizing cascading mentorship to facilitate the attainment of advocacy competencies in undergraduate medical education. Methods Medical students participating in AMI between 2017 to 2020 completed pre- and post-exposure questionnaires. Questionnaires assessed confidence in advocacy-related skills and knowledge of youth advocacy concepts, as well as learning goals, skills gained, benefits of AMI and resident mentors, and impact on future career. Sign tests were utilized to analyze quantitative results, and content analysis was used for open-ended responses. A triangulation protocol was also utilized. Results Fifty mentors participated, 24 (48%) of which completed both pre- and post-exposure questionnaires. Participants gained confidence in advocacy-related skills (p<0.05) such as working with vulnerable populations and advocating for medical and non-medical needs. They also reported significant improvements (p<0.01) in their understanding of social determinants of health and concepts related to children’s health and development. Content analysis showed that participants built meaningful relationships with mentees in which they learned about social determinants of health, youth advocacy, and developed various advocacy-related skills. Participants greatly valued mentorship by residents, identifying benefits such as support and advice regarding relations with at-risk youth, and career mentorship. AMI impacted participants’ career trajectories in terms of interest in working with youth, psychiatry, and advocacy. Conclusions AMI offers a unique method of advocacy training through cascading mentorship that engages medical students both as mentors to at-risk youth and mentees to resident physicians. Through cascading mentorship, medical students advance in their advocacy-related skills and understanding of social determinants of health.

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