Effectiveness of alternative approaches to integrating SDOH into medical education: a scoping review.
Curricula
Curriculum content
Medical schools
Medical students
Social determinants of health
Teaching methods
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
11 Jan 2023
11 Jan 2023
Historique:
received:
11
03
2022
accepted:
16
11
2022
entrez:
11
1
2023
pubmed:
12
1
2023
medline:
14
1
2023
Statut:
epublish
Résumé
There is increasing recognition of including social determinants of health (SDOH) in teaching for future doctors. However, the educational methods and the extent of integration into the curriculum vary considerably-this scoping review is aimed at how SDOH has been introduced into medical schools' curricula. A systematic search was performed of six electronic databases, including PubMed, Education Source, Scopus, OVID (Medline), APA Psych Info, and ERIC. Articles were excluded if they did not cover the SDOH curriculum for medical students; were based on service-learning rather than didactic content; were pilot courses, or were not in English, leaving eight articles in the final study. The initial search yielded 654 articles after removing duplicates. In the first screening step, 588 articles were excluded after applying inclusion and exclusion criteria and quality assessment; we examined 66 articles, a total of eight included in the study. There was considerable heterogeneity in the content, structure and duration of SDOH curricula. Of the eight included studies, six were in the United States(U.S.), one in the United Kingdom (U.K.) and one in Israel. Four main conceptual frameworks were invoked: the U.S. Healthy People 2020, two World Health Organisation frameworks (The Life Course and the Michael Marmot's Social Determinants of Health), and the National Academic of Science, Engineering, and Medicine's (Framework For educating Health Professionals to Address the Social Determinants of Health). In general, programs that lasted longer appeared to perform better than shorter-duration programmes. Students favoured interactive, experiential-learning teaching methods over the traditional classroom-based teaching methods. The incorporation of well-structured SDOH curricula capturing both local specification and a global framework, combined with a combination of traditional and interactive teaching methods over extended periods, may be helpful in steps for creating lifelong learners and socially accountable medical school education.
Sections du résumé
BACKGROUND
BACKGROUND
There is increasing recognition of including social determinants of health (SDOH) in teaching for future doctors. However, the educational methods and the extent of integration into the curriculum vary considerably-this scoping review is aimed at how SDOH has been introduced into medical schools' curricula.
METHODS
METHODS
A systematic search was performed of six electronic databases, including PubMed, Education Source, Scopus, OVID (Medline), APA Psych Info, and ERIC. Articles were excluded if they did not cover the SDOH curriculum for medical students; were based on service-learning rather than didactic content; were pilot courses, or were not in English, leaving eight articles in the final study.
RESULTS
RESULTS
The initial search yielded 654 articles after removing duplicates. In the first screening step, 588 articles were excluded after applying inclusion and exclusion criteria and quality assessment; we examined 66 articles, a total of eight included in the study. There was considerable heterogeneity in the content, structure and duration of SDOH curricula. Of the eight included studies, six were in the United States(U.S.), one in the United Kingdom (U.K.) and one in Israel. Four main conceptual frameworks were invoked: the U.S. Healthy People 2020, two World Health Organisation frameworks (The Life Course and the Michael Marmot's Social Determinants of Health), and the National Academic of Science, Engineering, and Medicine's (Framework For educating Health Professionals to Address the Social Determinants of Health). In general, programs that lasted longer appeared to perform better than shorter-duration programmes. Students favoured interactive, experiential-learning teaching methods over the traditional classroom-based teaching methods.
CONCLUSION
CONCLUSIONS
The incorporation of well-structured SDOH curricula capturing both local specification and a global framework, combined with a combination of traditional and interactive teaching methods over extended periods, may be helpful in steps for creating lifelong learners and socially accountable medical school education.
Identifiants
pubmed: 36631816
doi: 10.1186/s12909-022-03899-2
pii: 10.1186/s12909-022-03899-2
pmc: PMC9835212
doi:
Types de publication
Review
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
18Informations de copyright
© 2022. The Author(s).
Références
Acad Med. 2015 Dec;90(12):1636-40
pubmed: 26222321
JAMA. 2014 Jun 25;311(24):2475-6
pubmed: 24870206
BMC Med Educ. 2019 Jan 15;19(1):21
pubmed: 30646910
Patient Educ Couns. 2020 Nov;103(11):2335-2341
pubmed: 32423836
JAMA Netw Open. 2021 Mar 1;4(3):e210297
pubmed: 33646312
J Gen Intern Med. 2019 May;34(5):720-730
pubmed: 30993619
Acad Med. 2019 Sep;94(9):1355-1360
pubmed: 31460933
Med Teach. 2017 Feb;39(2):128-135
pubmed: 27866451
MedEdPORTAL. 2019 Jan 04;15:10789
pubmed: 30800989
Health Educ Behav. 2011 Dec;38(6):551-7
pubmed: 22102542
MedEdPORTAL. 2017 Feb 10;13:10541
pubmed: 30800743
Am J Public Health. 2015 Mar;105 Suppl 1:S106-8
pubmed: 25706002
BMC Med Educ. 2021 Mar 25;21(1):182
pubmed: 33766015
Acad Med. 2015 Aug;90(8):1067-76
pubmed: 26107881
Int J Evid Based Healthc. 2015 Sep;13(3):141-6
pubmed: 26134548
Policy Polit Nurs Pract. 2013 Feb;14(1):41-7
pubmed: 23793135
Med Teach. 2018 Jul;40(7):728-735
pubmed: 29457923
Ann Intern Med. 2018 Oct 2;169(7):467-473
pubmed: 30178033
Adv Med Educ Pract. 2020 May 22;11:369-377
pubmed: 32547288
J Gen Intern Med. 2010 May;25 Suppl 2:S160-3
pubmed: 20352512