Teaching Community Health Needs Assessment to First Year Medical Students: Integrating with Longitudinal Clinical Experience in Rural Communities

Beehler, Sarah; Boulger, James G.; Friedrichsen, Samantha; Onello, Emily

doi:10.1007/s10900-019-00651-8

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Examples include classroom-based activities in which students use neighborhood-level data to explore patterns between health outcomes and broader SDOH 15–17 (e.g., Duke University students using the local Durham Neighborhood Compass visualization tool 16 ) or to critically analyze their health system’s formal community health needs assessments, including the extent to which the health system is adequately addressing community health needs or possibly inadvertently exacerbating existing local challenges. 18 Students may also participate in tours or virtual tours of local low-income neighborhoods. 19–21 Alternatively, educators can incorporate community-engaged experiential activities into the curriculum.…”

Section: Awarenessmentioning

confidence: 99%

“…[11][12][13] As best practices emerge in this area, they should be used to inform curricular content related to awareness (e.g., specific screening tools 14 ; electronic health record-based social risk documentation approaches; communication strategies that increase patient interest in receiving assistance; and other skills related to cultural competency, empathetic ) or to critically analyze their health system's formal community health needs assessments, including the extent to which the health system is adequately addressing community health needs or possibly inadvertently exacerbating existing local challenges. 18 Students may also participate in tours or virtual tours of local low-income neighborhoods. [19][20][21] Alternatively, educators can incorporate communityengaged experiential activities into the curriculum.…”

Section: Awarenessmentioning

confidence: 99%

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Awareness, Adjustment, Assistance, Alignment, and Advocacy: Operationalizing Social Determinants of Health Topics in Undergraduate Medical Education Curricula

2023

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Social and economic factors, such as those related to food, housing, and transportation, are major drivers of health and health inequities. Multiple national professional organizations have articulated roles for physicians in identifying and addressing social determinants of health (SDOH) and the need to include SDOH in all stages of physician education. Despite encouragement from these professional organizations, medical schools still do not routinely offer SDOH education alongside basic and clinical sciences curricula. A recent national expert consensus process identified priority SDOH knowledge domains and professional skills for medical students but lacked an organizing schema and specific pedagogical examples to help translate prioritized skills into routine pedagogical practice. One such schema is the 5As framework developed by the National Academies of Sciences, Engineering, and Medicine, which elaborates on 5 strategies to strengthen social care: awareness, adjustment, assistance, alignment, and advocacy. In this article, the authors highlight and provide examples of how mapping SDOH skills to the 5As framework can help educators meaningfully operationalize SDOH topics into specific curricular activities during the preclinical and clinical stages of undergraduate medical education. As a foundational first step in this direction, medical schools should conduct an internal curricular review of social care content (ideally mapped to the 5As framework) and identify opportunities to integrate these topics into existing courses when relevant (e.g., in social medicine, population health, and health systems science courses). Given that health and social care integration is highly context dependent, each medical school will likely need to tailor curricular changes based on their own institutional needs, mission, patient populations, and ties to the community. To increase interinstitutional alignment, medical schools might consider using or adapting peer-reviewed materials and assessments curated and centralized by the National Collaborative for Education to Address the Social Determinants of Health.

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Section: Awarenessmentioning

confidence: 99%

Section: Awarenessmentioning

confidence: 99%

Awareness, Adjustment, Assistance, Alignment, and Advocacy: Operationalizing Social Determinants of Health Topics in Undergraduate Medical Education Curricula

2023

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Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

Boulger

Onello

2020

PRiMER

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Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

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Evaluación del conocimiento de la competencia de atención comunitaria en estudiantes de la licenciatura en medicina de la División de Ciencias de la Salud

Ruz,

Sánchez,

Torres

et al. 2024

S. F. J. of Dev.

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La investigación se propuso evaluar el nivel de conocimiento de la competencia de atención comunitaria en estudiantes de ciclos básicos de la licenciatura de medicina en la Universidad del Estado de Quintana Roo. El tipo de diseño de la investigación fue de fin aplicado, observacional, en tiempo prospectivo, con alcance longitudinal, de profundidad descriptiva y de carácter mixto. La muestra de estudio se realizó con 200 participantes de ciclos básicos de la licenciatura de medicina, seleccionados aleatoriamente, que cursaban asignaturas específicas durante septiembre-diciembre de 2023. Se construyó y validó un cuestionario ECACEM con 150 reactivos que reflejaban contenidos de asignaturas relacionadas con atención comunitaria. El cuestionario se administró a los participantes. Se aplicaron pruebas estadísticas para evaluar diferencias en el conocimiento antes y después de la intervención, así como para analizar la consistencia interna del cuestionario. Además, se realizaron evaluaciones cuantitativas por competencias y semestres. El ECACEM mostró buena consistencia interna (α = 0.836). La prueba piloto evidenció mejoras en el desempeño de los pasantes de servicio social. El análisis de los 200 estudiantes reveló incrementos significativos en el conocimiento en tercer y cuarto semestre. La evaluación por competencias indico dominio en áreas específicas para cada semestre. La investigación destacó la importancia de evaluar la competencia de atención comunitaria desde una perspectiva cognitiva. Se identificaron áreas de mejora en el plan de estudios y se proporcionó una herramienta validada para futuras evaluaciones.

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Teaching Community Health Needs Assessment to First Year Medical Students: Integrating with Longitudinal Clinical Experience in Rural Communities

Cited by 3 publications

References 20 publications

Awareness, Adjustment, Assistance, Alignment, and Advocacy: Operationalizing Social Determinants of Health Topics in Undergraduate Medical Education Curricula

Awareness, Adjustment, Assistance, Alignment, and Advocacy: Operationalizing Social Determinants of Health Topics in Undergraduate Medical Education Curricula

Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

Evaluación del conocimiento de la competencia de atención comunitaria en estudiantes de la licenciatura en medicina de la División de Ciencias de la Salud

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