Flipping social determinants on its head: Medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health

Gostelow, Naomi; Barber, John R.; Gishen, FS; Berlin, Anita

doi:10.1080/0142159x.2018.1436757

Cited by 17 publications

(22 citation statements)

References 24 publications

(24 reference statements)

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“…7,13,15,29,60,77,86 Innovative simulations may provide a way to both teach and assess skills in addressing and managing SDH for health professionals. 87,88 Many of the educational interventions identified were funded through either time-limited grants or other philanthropic sources. Our findings corroborate the many known barriers to optimal teaching and learning around the SDH, specifically those of insufficient time and funding, as well as a lack of meaningful experiential learning led by expert faculty.…”

Section: Discussionmentioning

confidence: 99%

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

et al. 2019

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BACKGROUND: To provide optimal care, medical students should understand that the social determinants of health (SDH) impact their patients' well-being. Those charged with teaching SDH to future physicians, however, face a paucity of curricular guidance. OBJECTIVE: This review's objective is to map key characteristics from publications about teaching SDH to students in undergraduate medical education (UME). METHODS: In 2016, the authors searched PubMed, Embase, Web of Science, the Cochrane and ERIC databases, bibliographies, and MedEdPORTAL for articles published between January 2010 and November 2016. Four reviewers screened articles for eligibility then extracted and analyzed data descriptively. Scoping review methodology was used to map key concepts and curricular logistics as well as educator and student characteristics. RESULTS: The authors screened 3571 unique articles of which 22 were included in the final review. Many articles focused on community engagement (15). Experiential learning was a common instructional strategy (17) and typically took the form of community or clinic-based learning. Nearly half (10) of the manuscripts described school-wide curricula, of which only three spanned a full year. The majority of assessment was self-reported (20) and often related to affective change. Few studies objectively assessed learner outcomes (2). CONCLUSIONS: The abundance of initial articles screened highlights the growing interest in SDH in medical education. The small number of selected articles with sufficient detail for abstraction demonstrates limited SDH curricular dissemination. A lack of accepted tools or practices that limit development of robust learner or program evaluation was noted. Future research should focus on identifying and evaluating effective instructional and assessment methodologies to address this gap, exploring additional innovative teaching frameworks, and examining the specific contexts and characteristics of marginalized and underserved populations and their coverage in medical education.

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Section: Discussionmentioning

confidence: 99%

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

et al. 2019

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“…Student-centered active learning has become a goal for medical educators and a requirement of the Liaison Committee on Medical Education. 6 In response, many institutions have adopted the flipped classroom model, 33 – 35 some with mixed success. 36 Our results suggest that co-teaching may be another effective means to engage students in active learning.…”

Section: Discussionmentioning

confidence: 99%

Modeling integration: co-teaching basic and clinical sciences medicine in the classroom

Willey¹,

Lim²,

Kwiatkowski³

2018

AMEP

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PurposeCalls for revision in undergraduate medical education frequently cite the importance of integrating basic and clinical sciences and the use of active pedagogies. One under-appreciated approach to accomplishing both is interactive co-teaching, defined as two instructors with complementary expertise engaging students and each other instead of lecturing. This study sought to determine if interactive co-teaching helped students integrate and learn basic and clinical sciences, as well as to explore potential advantages and barriers to co-teaching.MethodsThe comparative success of solo- and co-teaching in a microbiology/infectious disease course was determined by surveying student perceptions at the end of the course and examination scores for questions based on either solo- or co-taught content. The advantages and barriers to co-teaching were explored by thematic analysis of student responses to open-ended survey questions.ResultsResults suggest that co-teaching supported content integration as a significant majority of students (92%, n=112) reported they understood the connection between basic and clinical sciences better when content was co-taught. In addition, a plurality of students indicated that co-teaching provided a better overall learning experience (81%, n=99), was more engaging (74%, n=90), and made it easier to apply content (74%, n=90). These positive perceptions were reflected in better exam outcomes for materials covered in co-taught over solo-taught sessions.ConclusionResults suggest students value co-teaching as a means to integrate basic and clinical sciences. However, interactive co-teaching pedagogies require careful planning and collaboration among faculty. Co-teaching requires the commitment of both faculty members to this pedagogy.

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“…Thirty-seven of the articles indicate the positive influence of the flipped learning approach on students' soft skills such as "improvement in note-taking ability", "less procrastination", "increased academic identity", "increased ownership of student learning" (e.g., Chivata and Oviedo 2018), "more autonomy and self-directedness" (e.g., Narendran et al 2018), "enhanced flexibility and interactivity" (e.g., Murray et al 2017), "improvement in goal setting and self-management skills" (e.g., Çakıroğlu and Öztürk 2017). For example, a UK-based study in medical education was conducted by Gostelow et al (2018). Two hundred and eighty-nine participants were included in the study.…”

Section: Themes: the Positive Influence Of Flipped Learning On Soft Smentioning

confidence: 99%

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

2021

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As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills.

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Flipping social determinants on its head: Medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health

Abstract: This paper indicates flipped learning can increase clinical relevance and engagement in population health and person-centered care. Further work could assess changes in practice and attitudes of future doctors in tackling such global health challenges.

Cited by 17 publications

References 24 publications

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

Modeling integration: co-teaching basic and clinical sciences medicine in the classroom

The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis

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