The Human Rights and Social Justice Scholars Program: A Collaborative Model for Preclinical Training in Social Medicine

Bakshi, Salina; James, Aisha; Hennelly, Marie Oliva; Karani, Reena; Palermo, Ann-Gel S.; Jakubowski, Andrea; Ciccariello, Chloe; Atkinson, Holly G.

doi:10.1016/j.aogh.2015.04.001

Cited by 24 publications

(33 citation statements)

References 13 publications

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“…All articles except for Powell and Bullock explicitly described programs that used traditional didactic forms of instruction [59][60][61][62][63][64][65][66][67][68][69][70][71][72][73][74][75][76][77]79 (20) and many described participatory components that were also classroom-based: case-based instruction 59,60,63,69,70,73,77 (7); small group work 61,63,69,77,80 (5); and peer teaching 59,66,67,71,78 (5). All learner-led activities were considered participatory within our charting scheme.…”

Section: Educational Methodsmentioning

confidence: 99%

“…Longitudinal community collaborations were detailed in three studies. 61,62,71 In one example, described by Haq and colleagues, students in the TRIUMPH Community Health Course at University of Wisconsin engaged consistently throughout the program with community health projects using a service-learning model.…”

Section: Educational Methodsmentioning

confidence: 99%

“…Six of the articles detailed selective programs that were longitudinal in duration. 61,62,66,70,71,78 The UMed program at the University of Illinois at Chicago College of Medicine, described by Girotti, 62 was one of the most selective programs and followed a longitudinal four-year curriculum. Other similar selective pathways were integrated and longitudinal for one year, like the Icahn Human Rights and Social Justice Scholars Program described by Bakshi 61 or spanning several years.…”

Section: Curricular Logistics: Timing Duration and Learner Charactementioning

confidence: 99%

“…61,62,66,70,71,78 The UMed program at the University of Illinois at Chicago College of Medicine, described by Girotti, 62 was one of the most selective programs and followed a longitudinal four-year curriculum. Other similar selective pathways were integrated and longitudinal for one year, like the Icahn Human Rights and Social Justice Scholars Program described by Bakshi 61 or spanning several years. 70,71,73,78 Powell 78 described a curriculum for a narrow group of learners who intended to pursue a one-year Master's Degree in addition to their MD.…”

Section: Curricular Logistics: Timing Duration and Learner Charactementioning

confidence: 99%

“…Twenty articles contained affective student assessment, measuring self-reported changes in knowledge, skills, and attitudes; recognition of the impact of social determinants of health; and desire to serve the underserved. [60][61][62][63][64][65][66][67][68][69][70][71][72][73][74][76][77][78][79][80] Student assessments about attitude change using the Medical Student's Attitudes Toward the Underserved 82 instrument were described in three publications. 62,66,68 Performance-based student assessment was discussed in four articles and limited to clinic-based curricula.…”

Section: Assessment Practicesmentioning

confidence: 99%

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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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