scholarly journals A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sheridan M. Finnie ◽  
Richard J. Brach ◽  
Christina A. Dawson ◽  
Samuel B. Epstein ◽  
Raghav K. Goyal ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Curriculum Design ◽  
Faculty Evaluation ◽  
Curriculum Evaluation ◽  
Social Medicine ◽  
Educational Impact ◽  
Specific Patient ◽  
Faculty Evaluations ◽  
The Social ◽  
Preclinical Curriculum

Abstract Background To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. Methods We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. Results Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. Conclusions Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.

Ideological Inversion and the (De)legitimation of Neoliberalism in Chile

2020 ◽  
Author(s):  
Ismael Puga
Keyword(s):  
Mixed Methods ◽  
Social Economic ◽  
Social Study ◽  
Social Practices ◽  
Economic Order ◽  
Window Of Opportunity ◽  
Panel Surveys ◽  
Mixed Methods Approach ◽  
Strategic Adaptation ◽  
The Social

Using a mixed-methods approach based on discussion focus groups and panel surveys of the Longitudinal Social Study of Chile, this chapter demonstrates that Chilean’s neoliberal economic order is not legitimized by the vast majority of the population. Instead, the author argues that social norms are in serious conflict with the prevailing socioeconomic order. Within Chilean society, both citizens and social analysts are prone to agree with the existence of a “neoliberal consensus” due to the strategic adaptation of social practices that take place within a socioeconomic order that most individuals accept as a given. As a consequence, a “fantasy consensus” emerges in Chilean society in order to stabilize the social economic order, thus avoiding collective mobilization and social change. In this scenario, the protest waves that Chilean society has faced since 2011 offer additional proof that the “fantasy consensus” has experienced serious fissures, thus opening a window of opportunity to delegitimize Chile’s neoliberal order in the country.

scholarly journals Society as Cause and Cure: The Norms of Transgender Social Medicine

2021 ◽  
Author(s):  
Ketil Slagstad
Keyword(s):  
Social Medicine ◽  
Social Aspects ◽  
Political Role ◽  
Therapeutic Regime ◽  
Trans People ◽  
The Social ◽  
In Trans ◽  
The Individual ◽  
Oral History Interviews

AbstractThis article analyzes how trans health was negotiated on the margins of psychiatry from the late 1970s and early 1980s. In this period, a new model of medical transition was established for trans people in Norway. Psychiatrists and other medical doctors as well as psychologists and social workers with a special interest and training in social medicine created a new diagnostic and therapeutic regime in which the social aspects of transitioning took center stage. The article situates this regime in a long Norwegian tradition of social medicine, including the important political role of social medicine in the creation of the postwar welfare state and its scope of addressing and changing the societal structures involved in disease. By using archival material, medical records and oral history interviews with former patients and health professionals, I demonstrate how social aspects not only underpinned diagnostic evaluations but were an integral component of the entire therapeutic regime. Sex reassignment became an integrative way of imagining and practicing psychiatry as social medicine. The article specifically unpacks the social element of these diagnostic and therapeutic approaches in trans medicine. Because the locus of intervention and treatment remained the individual, an approach with subversive potential ended up reproducing the norms that caused illness in the first place: “the social” became a conformist tool to help the patient integrate, adjust to and transform the pathology-producing forces of society.

How the environment is conceptualised and represented globally in social work codes of ethics

2021 ◽  
pp. 002087282110200
Author(s):  
Kang Liu ◽  
Catherine A Flynn
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Social Work ◽  
Mixed Methods ◽  
Physical Environment ◽  
Codes Of Ethics ◽  
Mixed Methods Study ◽  
Sequential Mixed Methods ◽  
The Social ◽  
Holistic Understanding

While the environment is fundamental to humankind’s wellbeing, to date, social work has been largely focused on the social, rather than the physical, environment. To map how the broader environment is captured in the profession’s foundational documents, an exploratory sequential mixed methods study (QUAL → quan) analysed data from 64 social work codes of ethics. Findings indicate that although the environment is mentioned in the majority of these, there is a continued focus on the social, overlooking to some degree the physical, predominantly the built, environment. A more holistic understanding of the environment would enable social work to better fulfil its commitment to human rights and social justice.

Global Curriculum Development

2021 ◽  
Author(s):  
Linn Friedrichs
Keyword(s):  
Curriculum Design ◽  
Social Impact ◽  
Building Blocks ◽  
Educational Model ◽  
Social Transformations ◽  
Global Curriculum ◽  
Inclusive Curriculum ◽  
The Social ◽  
Education Theory ◽  
Institutional Boundaries

How can higher education empower students as agents of the social transformations that our societies need so urgently? Linn Friedrichs connects John Dewey's education theory, current research on globalization, and inclusive curriculum design approaches to propose a new educational model for our age of complexity, crisis, and innovation. Drawing lessons from NYU's efforts to globalize its research, pedagogy, and social impact, she presents building blocks for a new curricular core that is structured around the key challenges of our time and the competencies of »complexity resilience«. It becomes the essential foundation for action-oriented partnerships across cultural, disciplinary, generational, and institutional boundaries.

scholarly journals Curriculum design in theology and development: Human agency and the prophetic role of the church

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Beverley Haddad
Keyword(s):  
Social Sciences ◽  
Curriculum Design ◽  
Social Issues ◽  
Development Programme ◽  
Theological Reflection ◽  
The Social ◽  
Kwazulu Natal ◽  
The University ◽  
The Church

The field of theology and development is a relatively new sub-discipline within theological studies in Africa. The first formal post-graduate programme was introduced at the University of KwaZulu-Natal, Pietermaritzburg, South Africa during the mid-1990s. In the early years it was known as the Leadership and Development programme and since 2000, as the Theology and Development programme. Over the past twenty years, this programme has graduated over 160 BTh Honours, 100 MTh, and 15 PhD students. This article outlines the history of the programme, addresses its ideological orientation, its pedagogical commitments and preferences in curriculum design. It further argues that theological reflection on “development” must seek to understand the prophetic role of the church in responding to the complexities of the social issues facing the African continent.  Key to this discussion is the contested nature of “development” and the need for theological perspectives to engage this contestation through a social analysis of the global structures of injustice. This requires an engagement with the social sciences. It is this engagement of the social sciences with theological reflection, the essay argues, that has enabled the students who have graduated from the Theology and Development Programme at the University of KwaZulu-Natal to assist the church and faith-based organisations to become effective agents of social transformation.

scholarly journals Social and economic impacts of congenital Zika syndrome in Brazil: Study protocol and rationale for a mixed-methods study

2019 ◽  
Vol 3 ◽  
pp. 127 ◽  
Author(s):  
Hannah Kuper ◽  
Tereza Maciel Lyra ◽  
Maria Elisabeth Lopes Moreira ◽  
Maria do Socorro Veloso de Albuquerque ◽  
Thália Velho Barreto de Araújo ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Service Use ◽  
Economic Impacts ◽  
Qualitative Interviews ◽  
Congenital Infection ◽  
Adverse Outcomes ◽  
Family Quality Of Life ◽  
Child Bearing ◽  
The Social ◽  
Congenital Zika Syndrome

Global concern broke out in late 2015 as thousands of children in Brazil were born with microcephaly, which was quickly linked to congenital infection with Zika virus (ZIKV). ZIKV is now known to cause a wider spectrum of severe adverse outcomes—congenital Zika syndrome (CZS)—and also milder impairments. This study aimed to explore the social and economic impacts of CZS in Brazil. Data was collected through mixed methods across two settings: Recife City and Jaboatão dos Guararapes in Pernambuco State (the epicentre of the epidemic), and the city of Rio de Janeiro (where reports of ZIKV infection and CZS were less frequent). Data was collected May 2017-January 2018. Ethical standards were adhered to throughout the research. In-depth qualitative interviews were conducted with: mothers and other carers of children with CZS (approximately 30 per setting), pregnant women (10-12 per setting), men and women of child-bearing age (16-20 per setting), and health professionals (10-12 per setting). Thematic analysis was undertaken independently by researchers from at least two research settings, and these were shared for feedback. A case-control study was undertaken to quantitatively explore social and economic differences between caregivers of a child with CZS (cases) and caregivers with an unaffected child (controls). We aimed to recruit 100 cases and 100 controls per setting, from existing studies. The primary caregiver, usually the mother, was interviewed using a structured questionnaire to collect information on: depression, anxiety, stress, social support, family quality of life, health care and social service use, and costs incurred by families. Multivariable logistic regression analyses were used to compare outcomes for cases and controls. Costs incurred as a result of CZS were estimated from the perspective of the health system, families and society. Modelling was undertaken to estimate the total economic burden of CZS from those three perspectives.

scholarly journals Assessing the Social Impact of Mental Health Service Accessibility by a Nonprofit Social Enterprise: A Mixed--methods Case Study

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Aaron Turpin ◽  
Micheal Shier ◽  
Kate Scowen
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Social Enterprise ◽  
Social Impact ◽  
Health Knowledge ◽  
Assessment Model ◽  
Mental Health Stigma ◽  
Service Accessibility ◽  
The Social

The following study sought to examine the social impact of a social enterprise mental health services model by assessing its impact on service accessibility and mental health stigma.  A novel approach to case study – a mixed methods design was developed by collecting data from service users, counsellors, and community members of a social enterprise in Toronto, Ontario, using qualitative interviews and the Mental Health Knowledge Schedule (MAKS) survey.  Findings show how the social enterprise increases service access and challenges mental health stigma by engaging in a variety of activities, including providing low--cost counselling, diversifying services, offering a positive and safe non--clinical environment, and engaging with the public directly by utilizing a storefront model. As a result of data triangulation analysis, common themes and discrepancies between respondent groups are identified and discussed. No significant relationships were found between mental health stigma and community member demographic characteristics. Insights on replication of this social impact assessment model are discussed.

scholarly journals From good to great: learners’ perceptions of the qualities of effective medical teachers and clinical supervisors in psychiatry

2019 ◽  
Vol 10 (3) ◽  
pp. e17-26 ◽  
Author(s):  
Sheila Harms ◽  
Bryce Bogie ◽  
Anne Lizius ◽  
Karen Saperson ◽  
Susan Jack ◽  
...  
Keyword(s):  
Qualitative Methodology ◽  
Medical Training ◽  
Faculty Evaluation ◽  
Personal Characteristics ◽  
Faculty Evaluations ◽  
Clinical Supervisors ◽  
Affective Factors ◽  
Educator Effectiveness ◽  
Medical Teachers ◽  
Narrative Comments

Background: The shift in postgraduate medical training towards a competency-based medical education framework has inspired research focused on medical educator competencies. This research has rarely considered the importance of the learning environment in terms of both setting and specialty-specific factors. The current study attempted to fill this gap by examining narrative comments from psychiatry faculty evaluations to understand learners’ perceptions of educator effectiveness.   Methods: Data consisted of psychiatry faculty evaluations completed in 2015-2016 by undergraduate and postgraduate learners (N= 324) from McMaster University. Evaluations were provided for medical teachers and clinical supervisors in classroom and clinical settings. Narrative comments were analyzed using descriptive qualitative methodology by three independent reviewers to answer: “What do undergraduate and postgraduate medical learners perceive about educator effectiveness in psychiatry?” Results: Narrative comments were provided on 270/324 (83%) faculty evaluation forms. Four themes and two sub-themes emerged from the qualitative analysis. Effective psychiatry educators demonstrated specific personal characteristics that aligned with previous research on educator effectiveness. Novel themes included the importance of relationships and affective factors, including learner security and inspiration through role modeling Conclusion: Contemporary discussions about educator effectiveness in psychiatry have excluded the dynamic, relational and affective components of the educational exchange highlighted in the current study. This may be an important focus for future educational research.

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