Using a Community Bus Tour for Pediatric Residents to Increase Their Knowledge of Health Disparities

Lichtenstein, Cara; Torre, Desiree de la; Falusi, Olanrewaju; Sims, Alexandra; Smiley, Yael; Baiyewu, Melissa

doi:10.1016/j.acap.2018.03.004

Cited by 8 publications

(2 citation statements)

References 7 publications

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“…The structural competency training included tours that explored how embedding structural competency in health care practice can improve treatment quality and accessibility to medical and nursing services. This pedagogical strategy relied on a growing body of literature that supports the effectiveness of field trips as a tool for recognizing and understanding the importance of SDOH (e.g., Chang et al., 2017; Lichtenstein et al., 2018). The students visited two Palestinian hospitals in East Jerusalem as well as two Israeli hospitals where many patients are Palestinians from East Jerusalem and the West Bank.…”

Section: Structural Competency As a Counter-depoliticization Approachmentioning

confidence: 99%

Structural Competency in Conflict Zones: Challenging Depoliticization in Israel

Orr

Unger

2020

Policy, Politics, & Nursing Practice

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Structural competency is the trained ability to discern and acknowledge how health care outcomes are shaped by larger political, social, economic, policy, and legal forces and structures. Although structural competency has become an increasingly known framework for training and teaching, especially in the United States, it has usually not been used in nursing and nursing education. Moreover, very little is known about how to implement structural competency programs in conflict zones. Due to depoliticization that often prevails in both the higher education system and the health care system, the political conflict and the structural violence that significantly impact people’s health are rarely discussed in these systems. This article examines the potential contribution of structural competency training programs for nurses and nursing students in conflict areas by analyzing a program that has emphasized the impact of the Israeli–Palestinian conflict on the health of Jerusalem’s Palestinian residents. The article explains how this program has challenged the denial and silencing of conflict-related sociopolitical issues. At the same time, this program has created heated disagreements and friction. We suggest that structural competency training programs that are adapted to the political context in question may help nurses become organic intellectual leaders and agents of social change for those whose voices are not heard.

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Section: Structural Competency As a Counter-depoliticization Approachmentioning

confidence: 99%

Structural Competency in Conflict Zones: Challenging Depoliticization in Israel

Orr

Unger

2020

Policy, Politics, & Nursing Practice

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“…16 In medical education, the concept of immersion has been explored both with respect to the continuity clinic experience 17 and in advocacy curricula. 18,19 Local advocacy and clinic context At our institution, a required month-long advocacy rotation had existed for approximately ten years and included primarily self-driven independent activities. Despite the autonomy, residents were dissatisfied with the experience and used descriptors including: "random, disjointed, and disorganized" 20 in surveys and end-of-rotation evaluations.…”

Section: Socio-constructivismmentioning

confidence: 99%

Off to a Jump Start: Using Immersive Activities to Integrate Continuity Clinic and Advocacy

Sieplinga

Disbrow

Triemstra

et al. 2021

Journal of Medical Education and Curricular Development

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BACKGROUND Training in advocacy is an important component of graduate medical education. Several models have been implemented by residency programs to address this objective. Little has been published regarding application of immersive advocacy activities integrated into continuity clinic. OBJECTIVE To create an Integrated Community Health and Child Advocacy Curriculum (ICHCA) by integrating advocacy activities that were immersive and contextualized in a continuity clinic setting and to familiarize interns with continuity clinic immediately at the beginning of their training. METHODS We utilized a socio-constructivist lens, Kern's Six-step curriculum development and a published curriculum mapping tool to create the curriculum. Twenty residents completed ICHCA in 2019. Evaluations from key stakeholders including participants, support staff and attendings were analyzed on four levels of Kirkpatrick's model. We compared results before intervention, immediately following intervention and ten months following intervention. RESULTS We demonstrated improvement in learner satisfaction, knowledge and behaviors with respect to advocacy in the clinical environment. Response rate was 70% (7/10) for attendings, 75% for support staff (15/20) and 72.5% for residents (29/40). Our intervention was feasible, no cost, and required no additional materials or training as it relied on learning in real time. CONCLUSIONS An integrated advocacy curriculum utilizing the mapping tool for curricular design and evaluation is feasible and has value demonstrated by improvements in reaction, knowledge, and behaviors. This model improves understanding of social responsibility and can be implemented similarly in other residency programs.

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