All Health Is Global Health, All Medicine Is Social Medicine: Integrating the Social Sciences Into the Preclinical Curriculum

Kasper, Jennifer; Greene, Jeremy A.; Farmer, Paul; Jones, David S.

doi:10.1097/acm.0000000000001054

Cited by 59 publications

(50 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Residents should be exposed to social paediatrics so that they can learn to address the social determinants of health and appreciate the importance of the individual clinician to advocate on behalf of patients and their communities [19]. This mapping methodology was helpful in identifying key aspects relevant to social pediatric learning.…”

Section: Resultsmentioning

confidence: 99%

“…For our study we chose to evaluate both the intended and formal curriculum of social pediatric education. Since social pediatrics is often viewed as less important than biomedical science and technology in medical education, we also explored the “hidden curriculum” of social paediatrics [19]. The overall aim of this study was to determine and characterize social pediatric education in our pediatric residency training in order to understand strengths and gaps.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Social pediatrics: weaving horizontal and vertical threads through pediatric residency

Heuvel¹,

Martimianakis²,

Levy³

et al. 2017

BMC Med Educ

View full text Add to dashboard Cite

BackgroundSocial pediatrics teaches pediatric residents how to understand disease within their patients’ social, environmental and political contexts. It’s an essential component of pediatric residency training; however there is very little literature that addresses how such a broad-ranging topic can be taught effectively. The aim of this study was to determine and characterize social pediatric education in our pediatric residency training in order to identify strengths and gaps.MethodsA social pediatrics curriculum map was developed, attending to 3 different dimensions: (1) the intended curriculum as prescribed by the Objectives of Training for Pediatrics of the Royal College of Physicians and Surgeons of Canada (RCPSC), (2) the formal curriculum defined by rotation-specific learning objectives, and (3) the informal/hidden curriculum as reflected in resident and teacher experiences and perceptions.ResultsForty-one social pediatric learning objectives were extracted from the RCPSC Objectives of Training for Pediatrics, most were listed in the Medical Expert (51%) and Health Advocate competencies (24%). Almost all RCPSC social pediatric learning objectives were identified in more than one rotation and/or seminar. Adolescent Medicine (29.2%), Pediatric Ambulatory Medicine (26.2%) and Developmental Pediatrics (25%) listed the highest proportion of social pediatric learning objectives. Four (10%) RCPSC social pediatric objectives were not explicitly named within learning objectives of the formal curriculum. The informal curriculum revealed that both teachers and residents viewed social pediatrics as integral to all clinical encounters. Perceived barriers to teaching and learning of social pediatrics included time constraints, particularly in a tertiary care environment, and the value of social pediatrics relative to medical expert knowledge.ConclusionsDespite the lack of an explicit thematic presentation of social pediatric learning objectives by the Royal College and residency training program, social pediatric topics are integrated, taught and learned throughout the entire curriculum. Special attention needs to be given to the hidden curriculum and system barriers that may impede social pediatric education.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Social pediatrics: weaving horizontal and vertical threads through pediatric residency

Heuvel¹,

Martimianakis²,

Levy³

et al. 2017

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…In the United States, Kasper and colleagues outline three critiques that medical students at Harvard Medical School present when discussing the boundaries of their clinical mandate. The 'antisocial' critique argues that clinicians should not be called upon to do the work of 'social workers, economists and politicians' (Kasper et al 2016). The 'pragmatic' critique argues that any knowledge outside of that which will ensure success as a clinician (technical knowledge) is irrelevant; and the 'local' critique argues that there is no need to learn about health issues elsewhere if one will work solely in the United States.…”

Section: Competing Valuesmentioning

confidence: 99%

‘The Good Doctor’: the Making and Unmaking of the Physician Self in Contemporary South Africa

Pentecost

Cousins

2019

J Med Humanit

View full text Add to dashboard Cite

In this article we examine the figure of the doctor in animated debates around public sector medicine in contemporary South Africa. The loss of health professionals from the South African public system is a key contributor to the present healthcare crisis. South African medical schools have revised curricula to engage trainee doctors with a broader set of social concerns, but the disjunctures between training, health systems failures, and a high disease burden call into question whether junior doctors are adequately prepared or whether conditions of care extend beyond medical training. A concern with 'resilience' suggests a correct ethical relation to a putative obligation to provide care in a struggling system. By examining the ways in which trainee doctors are expected to 'cope' with the demands of medical practice, to adopt the correct moral posture in relation to the urgency of care, and to enact a desirable ethical relation to the broader social and political context of medical practice, we examine the picture of humanist concern that animates the subjectivities and techniques of the self called for by this training, and advocate for endurance as an alternative framework for understanding the political and ethical relations between doctors, patients and health systems.

show abstract

“…In a survey of American scholars in the fields of preventive medicine, community medicine and public health, conducted during the period from August 1965 to March 1966, it was found that the majority of respondents preferred social medicine as the name of their field of study [20]. Papers on social medicine continued to be published, although not many, discussions on social medicine education began, and practical changes took place as well [21-23]. Recently, on April 30, 2016, the Social Medicine Consortium composed of individuals, universities and organizations striving for equity in health held a symposium on social medicine at the University of Minnesota, exemplifying the current perception of and interest in social medicine in the US [24].…”

Section: The Origins Concepts and International Diffusion Of Social mentioning

confidence: 99%

Origins and Evolution of Social Medicine and Contemporary Social Medicine in Korea

Han

Bae

Kim

et al. 2017

J Prev Med Public Health

View full text Add to dashboard Cite

Social medicine is recognized as one of medical specialties in many countries. However, social medicine has never been formally introduced to Korea, presumably because the term and its principles were not accepted for some years in the past in American medicine, which has strongly influenced Korean medicine. This paper describes the origins and evolution of social medicine and briefly discusses contemporary social medicine in Korea. Social medicine was initiated in France and Germany in 1848. Since then, it has expanded globally and developed in diverse ways. Included in core principles of social medicine is that social and economic conditions have important effects on health and disease, and that these relationships must be subjected to scientific investigation. The term ‘social medicine’ is rarely used in Korea, but many of its subject matters are incorporated into preventive medicine which, besides prevention, deals with population health that is inescapably social. However, the Korean preventive medicine directs little attention to the basic concepts and principles of social medicine, upon which systematic development of social medicine can be based. Thus, it is necessary to supplement the social medicine contents of preventive medicine through formalizing the linkages between the two fields. One way of doing so would be to change the title of ‘preventive medicine’ course in medical colleges to ‘preventive and social medicine,’ as in many other countries, and to adjust the course contents accordingly.

show abstract

All Health Is Global Health, All Medicine Is Social Medicine: Integrating the Social Sciences Into the Preclinical Curriculum

Cited by 59 publications

References 34 publications

Social pediatrics: weaving horizontal and vertical threads through pediatric residency

Social pediatrics: weaving horizontal and vertical threads through pediatric residency

‘The Good Doctor’: the Making and Unmaking of the Physician Self in Contemporary South Africa

Origins and Evolution of Social Medicine and Contemporary Social Medicine in Korea

Contact Info

Product

Resources

About