Getting Our Priorities Right: Social Determinants of Health in Medical Education

Raddatz, Michael A.

doi:10.1097/acm.0000000000002608

Cited by 6 publications

(3 citation statements)

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“…Medical academic institutions are increasingly dedicating efforts to collaborate with patients in training both current and future physicians, with a specific focus on imparting knowledge about the social determinants of health (SDOH)-defined as the social circumstances, environment, and behavioral patterns that significantly influence health outcomes (1)(2)(3)(4). This is reflective of the efforts to encourage physician incorporation of patient concerns and circumstances in medical management, to deliver patient-centered care (5)(6)(7)(8).…”

Section: Introductionmentioning

confidence: 99%

“…The objectives of this study are (1) To describe participants' responses on patient-physician relationships and their experience of physician bias toward personal attributes; (2) To conduct a comparison between participants with and without perceived utility, exploring their characteristics, responses, language preferences, and personal interest in contributing narratives, (3) To describe the qualitative responses among participants who participated in the telephone interview regarding the sharing of their experiences on video to teach medical students the importance of awareness of SDOH. Our investigative team will turn to the patient population at the Los Angeles General Medical Center (LAGMC), one of the county's main safety-net hospitals, which predominantly serves the areas of Metro and East Los Angeles: historically, underresourced communities, burdened with socially determined poorer health outcomes (30).…”

Section: Introductionmentioning

confidence: 99%

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Raising patient voices in medical education: an assessment of patient perceived effect of social determinants of health conversations and the patient-physician relationship on quality of obstetric care, to inform the development of patient driven medical education curricula

Brito,

Rau,

Escobar

et al. 2024

Front. Reprod. Health

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BackgroundConventional medical education lacks the lived experiences of patients which may authentically convey the social determinants of health (SDOH) and resulting health disparities. Videos of first-person patient narratives may prove a valuable education tool in this regard. The objective of this study is to investigate how patient demographics, satisfaction with care, and patient-physician relationships influence obstetric patient interest and willingness to contribute to a SDOH video curriculum by sharing their lived experiences through first-person narratives.MethodsStudy design included an anonymous, cross-sectional survey and an optional semi-structured telephone interview. Participants were 18 years old with a live-birth delivery <8 weeks prior to recruitment and received care during their pregnancy at Los Angeles General Medical Center (LAGMC). Variables surveyed included demographics, satisfaction with care, aspects of the patient-physician relationship, perceived utility, and personal interest in contributing to an educational SDOH video. A bivariate analysis was conducted to compare participants’ characteristics and responses on interest in contributing and perceived helpfulness of first-person patient SDOH videos.Results72.43% of participants (N = 70) believed a patient's first-person video on SDOH would be “Helpful” in preparing physicians to provide competent medical care; however, 71.43% responded “No” to “Interest” in sharing with physicians their experiences with SDOH. English preference and being U.S. born were factors significantly associated with viewing first-person SDOH video as “Helpful” (P > 0.001). Major themes from telephone interviews reflected enthusiasm for first-person patient narratives and perceived benefits of using patient experiences to educate physicians on SDOH. However, participants cited barriers to disclosing SDOH including brief and strictly clinical interactions with physicians, lack of continuity of care, and fear of being judged by physicians.ConclusionWhile most participants recognized the utility of addressing social needs in medical education and reported satisfaction with their obstetricians and care, these factors did not uniformly translate into willingness to contribute first-person patient narratives. To improve the representation of patients from racial, ethnic, gender, linguistic, and sexual minorities into medical curricula, further research and strategies are needed to overcome the barriers discouraging patient disclosure of social needs to physicians.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Raising patient voices in medical education: an assessment of patient perceived effect of social determinants of health conversations and the patient-physician relationship on quality of obstetric care, to inform the development of patient driven medical education curricula

Brito,

Rau,

Escobar

et al. 2024

Front. Reprod. Health

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“…When SDH concepts are included in the curriculum, the topics are often presented as a one-time service-learning trip or small group discussions, and the content is often not associated with a specific learning objective or assessment [ 10 , 11 ]. Even when taught as a self-contained course, medical schools have not adequately integrated the basic science and societal aspects of medicine together [ 12 ]. It is imperative for these topics to be woven into the curriculum longitudinally in a manner that explicitly matches the social medicine and health disparities information to basic science principles.…”

Section: Introductionmentioning

confidence: 99%

Integrating social determinants of health principles into the preclinical medical curriculum via student-led pedagogical modalities

et al. 2023

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Background Dismantling structural inequities in health care requires that physicians understand the impacts of social determinants of health (SDH). Although many medical schools incorporate SDH education, integration of these principles into the preclinical curriculum remains challenging. Methods Students and faculty at the University of Vermont, Larner College of Medicine developed the Social Medicine Theme of the Week (SMTW), a peer-teaching approach to integrating SDH topics across the preclinical curriculum as part of a broader social medicine curriculum. Students created objectives to link SDH-related topics to the weekly curriculum and presented them to the class. Student innovation led to the incorporation of creative online infographics that were published in the curriculum calendar. First year medical students and faculty members were surveyed to assess preferences and educational impact of the SMTW announcements with accompanying infographics. Results Of the 40 student respondents, 77.5% reported that their knowledge of SDH had improved due to the SMTW. Most students (82.5%) preferred the infographic modality over traditional teaching modalities. Faculty respondents reported limited engagement with the SMTW and, although they supported the need for these objectives, many (61%) found it difficult to integrate SDH content into their class materials. Conclusion Student-led infographics are a popular method of integrating SDH content in the preclinical curriculum that can be optimized through faculty orientation and support. Success for this type of instruction requires opportunities for student developers, integration and formal assessment of objectives, faculty engagement and training, and institutional support for creating and delivering a robust social medicine curriculum.

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Assessment and Evaluation in Social Determinants of Health Education: a National Survey of US Medical Schools and Physician Assistant Programs

et al. 2022

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Getting Our Priorities Right: Social Determinants of Health in Medical Education

Cited by 6 publications

References 0 publications

Raising patient voices in medical education: an assessment of patient perceived effect of social determinants of health conversations and the patient-physician relationship on quality of obstetric care, to inform the development of patient driven medical education curricula

Raising patient voices in medical education: an assessment of patient perceived effect of social determinants of health conversations and the patient-physician relationship on quality of obstetric care, to inform the development of patient driven medical education curricula

Integrating social determinants of health principles into the preclinical medical curriculum via student-led pedagogical modalities

Assessment and Evaluation in Social Determinants of Health Education: a National Survey of US Medical Schools and Physician Assistant Programs

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