Constructing the Structurally Competent Classroom

Jacobs, Leah A.; Mark, H. Thiselton

doi:10.15453/0191-5096.4357

Cited by 2 publications

(27 citation statements)

References 8 publications

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“…The full texts of 41 records were assessed for eligibility, and 7 were excluded for various reasons (Appendix II). Thirty-four papers were included in the review 12,14–46 Figure 1. presents a PRISMA flow diagram of the search strategy and inclusion process 56 …”

Section: Resultsmentioning

confidence: 99%

“…The 34 included papers comprised articles and studies with health science education students in undergraduate programs (n=7), 12,14–19 graduate programs (n=22), 16,19–39 and postgraduate fellowships/residencies (n=8) 37,40–46 . Three papers included multiple groups of students 16,19,37 .…”

Section: Resultsmentioning

confidence: 99%

“…Three papers included multiple groups of students 16,19,37 . The papers included a description of how facilitators implemented structural competency in the curricula (n=33), 12,14–29,31–46 methods of curriculum evaluation (n=30), 12,14–18,20–24,26–34,36–42,44–46 and/or results/outcomes (n=30) 12,14–18,20–34,36–42,44,45 reported as a result of structural competency implementation in the curricula. The different curricular methodologies were described as sessions, workshops, or modules (n=11) 23,24,26,27,29,35,36,39,41,44,46 ; courses or curriculum updates (n=8) 14,15,17,31,34,37,38,45 ; and developing a new model (n=1) 16 .…”

Section: Resultsmentioning

confidence: 99%

“…Founded in 2014, the SCWG aims to promote structural competency training for health care professionals 13 . Undergraduate, 12,14–19 graduate, 16,19–39 and postgraduate 37,40–46 professional health science programs have explored or incorporated structural competency into their curricula. These programs include, but are not limited to, pharmacy, 19,22,31 medicine, 19–21,23,24,26–29,32–36 nursing, 16,25,38,39 public health, 25,37 postgraduate residencies/fellowships, 37,40–46 social work, 14,19 and dentistry 30 .…”

Section: Introductionmentioning

confidence: 99%

“…Undergraduate, 12,14–19 graduate, 16,19–39 and postgraduate 37,40–46 professional health science programs have explored or incorporated structural competency into their curricula. These programs include, but are not limited to, pharmacy, 19,22,31 medicine, 19–21,23,24,26–29,32–36 nursing, 16,25,38,39 public health, 25,37 postgraduate residencies/fellowships, 37,40–46 social work, 14,19 and dentistry 30 . Programs may also include undergraduate courses that prepare students for professional health care licenses or admission to health science programs 12,15,17,18 …”

Section: Introductionmentioning

confidence: 99%

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Structural competency curriculum in health sciences education: a scoping review

Gholar

Palokas

Tacy

2023

JBI Evidence Synthesis

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Objective: The objective of this review was to explore what is known about implementing and evaluating the structural competency framework in undergraduate and graduate health science programs. This review also sought to identify outcomes that were reported as a result of adding this training to various curricula. Introduction: The structural competency framework was introduced in 2014 to train pre-health and health professionals to understand broader structures that influence health inequities and outcomes of health. Across the globe, programs are incorporating structural competency in the curricula to address structural issues that impact interactions in the clinical setting. The implementation and evaluation of structural competency training across multiple health science programs are poorly understood and deserve further examination. Inclusion criteria: This scoping review considered papers that described the implementation, evaluation, and outcomes of structural competency training for undergraduate or graduate students and postgraduate trainees in health science programs in any geographic location. Methods: Papers published in English that addressed the implementation and evaluation of structural competency frameworks in undergraduate and graduate health science programs were included. No date restrictions were imposed. The databases searched included MEDLINE (PubMed), CINAHL (EBSCO), Scopus, Embase, EuropePubMed Central (European Bioinformation Institute), PsycINFO (EBSCO), and Education Resources Information Center (ERIC). Sources of unpublished studies and gray literature searched included ProQuest Dissertations and Theses (ProQuest), PapersFirst (WorldCat), and OpenGrey. Screening of full-text papers and data extraction were performed independently by 2 reviewers. Results: Thirty-four papers were included in this review. Implementation of structural competency training was described in 33 papers, evaluation of training was described in 30 papers, and outcomes were reported in 30 papers. Throughout the included papers, the methods/pedagogical approaches to implementing structural competency in curricula varied. Evaluations focused on knowledge, skills, abilities, attitudes of students, quality, perceptions, and effectiveness of training. Conclusions: This review revealed that health educators have successfully implemented structural competency training in medical, pharmacy, nursing, residency, social work, and pre-health programs. There are multiple methods of teaching structural competency, and trainers can adapt delivery methods for different educational contexts. Neighborhood exploration; photovoice, including community-based organizations in clinical rotations; incorporating team-building exercises; case-based scenarios; and peer-teaching are among the innovative approaches that can be used to deliver the training. Training can be provided in short intervals or incorporated throughout an entire study plan to enhance students’ structural competency skills. Methods of evaluating structural competency training vary and include qualitative, quantitative, and mixed methods.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Structural competency curriculum in health sciences education: a scoping review

Gholar

Palokas

Tacy

2023

JBI Evidence Synthesis

View full text Add to dashboard Cite

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Visualizing structural competency: moving beyond cultural competence/ humility toward eliminating racism

Kyere

Boddie

Lee

2022

Journal of Ethnic & Cultural Diversity in Social Work

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In this article, the authors argue that in the United States, structural racism set the stage that increased persons of color's vulnerabilities and risks to COVID-19 compared to Whites, while simultaneously killing Blacks through racialized policing. They draw on structural violence as a theoretical framework to ground their argument and add to the discussion on the need for social work to explicitly build structural competency to effectively respond to structural racism. Most importantly, the authors contend that, structural racism entails a network of interdependent institutions and organizations that interact with individuals in a complex way to affect health and well-being. Therefore, eliminating racism needs to move beyond a single institution and organization to interdependent relationships among institutions and the mechanized paths through which their effects are translated at the community and individual levels. In this regard, instead of simplifying the complexities surrounding structural racism, we should embrace them and build knowledge system and tools that are complexity sensitive toward eliminating racism. The authors extend the emerging discussion on a renewed focus for structural competency in social work education and respond to the Grand Challenge to Eliminate Racism by presenting a "structuragram" as a heuristic to assess, analyze, and intervene at the structural level factors that influence the individual and community's realities. We conclude with a case example and recommendations for structural competency-based practice.

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Constructing the Structurally Competent Classroom

Cited by 2 publications

References 8 publications

Structural competency curriculum in health sciences education: a scoping review

Structural competency curriculum in health sciences education: a scoping review

Visualizing structural competency: moving beyond cultural competence/ humility toward eliminating racism

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