Are Canadian Postgraduate Training Programs Meeting the Health Advocacy Needs of Obstetrics and Gynaecology Residents?

Hakim, Julie; Gruslin, Andrée; Fleming, Nathalie

doi:10.1016/s1701-2163(15)30913-0

Cited by 13 publications

(17 citation statements)

References 7 publications

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“…The remainder of the identified articles included commentaries, editorials in support of health advocacy training, surveys and focus groups of residents and staff, and innovation reports describing how institutions established health advocacy programmes . We identified one health advocacy project planning tool used by residency programmes, developed by the American Academy of Pediatrics Community Pediatrics Training Initiative to help trainees develop a community‐based advocacy proposal …”

Section: Resultsmentioning

confidence: 99%

“…12 Resident trainees recognise the importance of health advocacy, but they do not feel their educational needs are being met. [9][10][11][13][14][15] In short, there appears to be a disconnect between the theoretical goal of educating the next generation of physicians to be health advocates, and the reality of postgraduate clinical training as it currently stands.…”

Section: Resultsmentioning

confidence: 99%

“…Most sources included micro-level (patient) and meso-level (community) health advocacy but only physician associations, accreditation bodies and one physician regulatory body specifically listed health advocacy as a means to improve services and access at the macro-level (health system). 1,4,[68][69][70][71]74,75,[77][78][79] Other The remainder of the identified articles included commentaries, [80][81][82][83] editorials in support of health advocacy training, [84][85][86] surveys and focus groups of residents and staff, 8,9,11,[13][14][15][87][88][89][90] and innovation reports describing how institutions established health advocacy programmes. [91][92][93][94][95][96][97][98][99][100][101] We identified one health advocacy project planning tool used by residency programmes, developed by the American Academy of Pediatrics Community Pediatrics Training Initiative to help trainees develop a community-based advocacy proposal.…”

Section: Institutional Reports Strategy Documents and Mission Statemmentioning

confidence: 99%

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The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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Context Health advocacy is an essential component of postgraduate medical education, and is part of many physician competency frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) roles. There is little consensus about how advocacy should be taught and assessed in the postgraduate context. There are no consolidated guides to assist in the design and implementation of postgraduate health advocacy curricula. Objectives This scoping review aims to identify and analyse existing literature pertaining to health advocacy education and assessment in postgraduate medicine. We specifically sought to summarise themes from the literature that may be useful to medical educators to inform further health advocacy curriculum interventions. Methods MEDLINE, Embase and ERIC were searched using MeSH (medical student headings) and non‐MeSH search terms. Additional articles were found using forward snowballing. The grey literature search included Google and relevant stakeholder websites, regulatory bodies, physician associations, government agencies and academic institutions. We followed a stepwise scoping review methodology, followed by thematic analysis using an inductive approach. Results Of the 123 documents reviewed in full, five major themes emerged: (i) conceptions of health advocacy have evolved towards advocating with rather than for patients, communities and populations; (ii) longitudinal curricula were less common but appeared the most promising, often linked to scholarly or policy objectives; (iii) hands‐on, immersive opportunities build competence and confidence; (iv) community‐identified needs and partnerships are increasingly considered in designing curriculum, and (v) resident‐led and motivated programmes appear to engage residents and allow for achievement of stated outcomes. There remain significant challenges to assessment of health advocacy competencies, and assessment tools for macro‐level health advocacy were notably absent. Conclusions There is considerable heterogeneity in the way health advocacy is taught, assessed and incorporated into postgraduate curricula across programmes and disciplines. We consolidated recommendations from the literature to inform further health advocacy curriculum design, implementation and assessment.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Institutional Reports Strategy Documents and Mission Statemmentioning

confidence: 99%

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The state of health advocacy training in postgraduate medical education: a scoping review

et al. 2019

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“…Students who engaged in authentic, hands-on activities developed deeper insights and understanding of related issues and how to better address them [24][25][26][27][28][29][30][31][32][33][34]. Community engagement allows learners to observe and work to address health disparities first-hand, enhancing their understanding of the practical relevance of health advocacy, and fueling their passion for finding solutions to what may appear to be insurmountable issues [3,11,16,17,[35][36][37][38][39][40].…”

Section: Community Engagement Is Keymentioning

confidence: 99%

Addressing the health advocate role in medical education

et al. 2020

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The health advocate role is an essential and underappreciated component of the CanMEDs competency framework. It is tied to the concept of social accountability and its application to medical schools for preparing future physicians who will work to ensure an equitable healthcare system. Student involvement in health advocacy throughout medical school can inspire a long-term commitment to address health disparities. The Social Medicine Network (SMN) provides an online platform for medical trainees to seek opportunities to address health disparities, with the goal of bridging the gap between the social determinants of health and clinical medicine. This online platform provides a list of health advocacy related opportunities for addressing issues that impede health equity, whether through research, community engagement, or clinical care. First implemented at the University of British Columbia, the SMN has since expanded to other medical schools across Canada. At the University of Ottawa, the SMN is being used to augment didactic teachings of health advocacy and social accountability. This article reports on the development and application of the SMN as a resource for medical trainees seeking meaningful and actionable opportunities to enact their role as health advocates.

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“…Resident physicians feel that while it is important to include Health Advocacy in medical curricula, it is not currently well covered, perhaps because it is deemphasized relative to other CanMEDS roles. 4,5 Barriers to effectively delivering health advocacy education include the lack of published materials, lack of clarity regarding the physician's role, unclear learning objectives, insufficient role modeling, and lack of a reliable method of assessment of competency. 6 Given the marked impact SDOH have on patient health, the paucity of effective SDOH education impairs a physicians' achievement of competence and inevitably leads to detrimental effects on patient outcomes.…”

Section: Introductionmentioning

confidence: 99%

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

Hunter

Thomson²

2019

Can. Med. Ed. J

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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.

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Are Canadian Postgraduate Training Programs Meeting the Health Advocacy Needs of Obstetrics and Gynaecology Residents?

Cited by 13 publications

References 7 publications

The state of health advocacy training in postgraduate medical education: a scoping review

The state of health advocacy training in postgraduate medical education: a scoping review

Addressing the health advocate role in medical education

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

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