Change in Medical Students’ Attitudes Toward Social Issues After a Course in Behavioral Science

Maisiak, Richard; Meredith, R. L.; Boker, John R.; Rider-Gordon, Betty; Scott, Lowell K.

doi:10.1007/bf03399781

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…After removing duplicate citations, 1781 articles were identified. After selection on title and abstract, followed by full-text reading, 55 articles met our inclusion criteria [ 12 – 14 , 16 , 18 , 21 , 22 , 31 – 77 , 78 ]. Of these, twelve studies measuring the trends in MS-ATU [ 12 , 13 , 18 , 32 , 33 , 34 , 43 , 45 , 47 , 51 , 54 , 63 ] and 10 focusing on factors associated with MS-ATU [ 42 , 50 , 52 , 56 , 59 , 64 , 66 – 68 , 71 ] were included in the quantitative analysis (Fig.…”

Section: Resultsmentioning

confidence: 99%

“…A total of 24 articles assessed the effectiveness of educational interventions [ 20 , 21 , 31 , 36 , 37 , 39 , 41 , 46 – 48 , 50 , 51 , 53 , 55 , 58 , 60 , 61 , 65 , 69 , 70 , 72 , 75 – 77 ]. Twenty were US studies.…”

Section: Resultsmentioning

confidence: 99%

“…Thirteen were controlled-group studies [ 20 , 21 , 36 , 37 , 46 , 47 , 49 , 50 , 60 , 61 , 59 , 70 , 72 ], among which two were randomized [ 46 , 60 ]. Five main types of educational interventions were evaluated: global curriculum dedicated to social accountability [ 20 , 21 , 36 , 46 , 47 , 48 , 50 , 51 , 53 , 60 , 61 , 72 , 77 ]; experiential community-based learning [ 37 , 41 , 70 ]; volunteering in student-run free clinics [ 55 , 58 , 69 , 76 ], traditional didactic learning ,, [ 31 , 39 , 65 ] and online curriculum [ 75 ]. Experiential community-based learning and global curricula showed the greatest positive impact on MS-ATU, whereas volunteering in student-run free clinics and traditional learning showed inconsistent results.…”

Section: Resultsmentioning

confidence: 99%

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Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

et al. 2021

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Background Experts in the field of medical education emphasized the need for curricula that improve students’ attitudes toward the underserved. However, some studies have shown that medical education tends to worsen these attitudes in students. We aimed at systematically reviewing the literature assessing the change in medical students’ attitudes toward the underserved and intention to work with the underserved throughout medical education, the sociodemographic and educational factors associated with favorable medical student attitudes toward and/or intention to work with the underserved and the effectiveness of educational interventions to improve medical student attitudes toward and/or intention to work with the underserved. Method We conducted a systematic review on MEDLINE, Scopus, and Web of Science databases. Three investigators independently conducted the electronic search. We assessed the change in medical students attitudes toward the underserved by computing a weighted mean effect size of studies reporting scores from validated scales. The research team performed a meta-analysis for the sociodemographic and educational factors associated with medical students attitudes toward and/or intention to work with the underserved. Results Fifty-five articles met the inclusion criteria, including a total of 109,647 medical students. The average response rate was 73.2%. Most of the studies were performed in the USA (n = 45). We observed a significant decline of medical students attitudes toward the underserved throughout medical education, in both US and non-US studies. A moderate effect size was observed between the first and fourth years (d = 0.51). Higher favorable medical students attitudes toward or intention to work with the underserved were significantly associated with female gender, being from an underserved community or ethnic minority, exposure to the underserved during medical education and intent to practice in primary care. Regarding educational interventions, the effectiveness of experiential community-based learning and curricula dedicated to social accountability showed the most positive outcome. Conclusions Medical students attitudes toward the underserved decline throughout medical education. Educational interventions dedicated to improving the attitudes or intentions of medical students show encouraging but mixed results. The generalizability of our results is impeded by the high number of studies from the global-North included in the review.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

et al. 2021

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“…It may well be the case that students' attitudes toward social issues in medicine do not change much during the early years of medical education and that the ATSIM survey would therefore not be responsive to curriculum emphasis. However, others have demonstrated differences in ATSIM scores between preclinical medical students and students at similar stages in other degree courses, 17,26 and in medical students before and after block courses in behavioral science 27 or psychiatry. 28 Hence, there could be justification for expecting to see some effect of curriculum type on results from the ATSIM survey.…”

Section: Atsim Surveymentioning

confidence: 98%

Influence of Type of Curriculum on Students' Perceptions of the Medical Course: A Compilation of Results from the Cognitive Behavior Survey, Attitudes Toward Social Issues in Medicine Survey, and Learning Environment Questionnaire

Schwartz

Loten²

2004

Teaching and Learning in Medicine

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“…Research to date focuses almost entirely on attitude changes pre‐ to post‐intervention, with little attention given to the relationship between psychosocial attitudes and the ability to elicit or use effectively psychosocial information (Masiak et al 1980; Streit 1980; Dornbush et al 1984). Attitudes toward such information are significant because they are frequently used as surrogates for demonstrated ability.…”

Section: Introductionmentioning

confidence: 99%

Medical students and comprehensive patient care: attitudes, perceived competence and demonstrated ability

1988

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The importance of medical training which emphasizes comprehensive, biopsychosocial medical care is increasingly recognized. Research has focused on characteristics affecting attitudes toward psychosocial information, inferring that such attitudes are acceptable surrogates for demonstrated ability. The current study evaluates the accuracy of information elicited during medical interviews conducted by medical students. Information regarding patient compliance, patient income and patient reliance on social support was correlated with student characteristics, attitudes toward psychosocial information and self-perceived competence in eliciting such data. For 36 third-year medical students on a 4-week family medicine rotation, results showed that measures of psychosocial attitudes were not an acceptable substitute for demonstrated ability. Exposing medical students to the importance of psychosocial data is valuable, but additional attention must be given to their eliciting such information accurately and efficiently.

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Change in Medical Students’ Attitudes Toward Social Issues After a Course in Behavioral Science

Cited by 5 publications

References 3 publications

Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

Influence of Type of Curriculum on Students' Perceptions of the Medical Course: A Compilation of Results from the Cognitive Behavior Survey, Attitudes Toward Social Issues in Medicine Survey, and Learning Environment Questionnaire

Medical students and comprehensive patient care: attitudes, perceived competence and demonstrated ability

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