From Classroom to Community: the Impact of a Non-Clinical Clerkship on Fourth-Year Medical Students’ Ability to Address Social Determinants of Health

From Classroom to Community: the Impact of a Non-Clinical Clerkship on Fourth-Year Medical... Background The AAMC has called for research exploring causes of health disparities and the value of educating health care providers about population health. Research on best practices for educating medical students about social determinants of health is limited. Methods During academic year 2015–2016, we implemented a required 4-week community health clerkship for all fourth-year medical students at Tulane University not concurrently seeking an MPH. The 15-h classroom component of the course included discussion of reading materials and didactic instruction on social determinants of health, principles of prevention, health dispar- ities, racism, cultural humility, and community health workers’ (CHWs) roles in improving population health. Students also spent 80 h at a community agency doing non-clinical work. In addition to course evaluations, students completed pre-and post-course surveys that included 15 items measuring knowledge and attitudes about patient care and community health on a 4-point Likert scale. Post-course surveys also contained ten open-ended questions. Results Students were highly satisfied with the course. There were significant changes in 11 of 15 items related to knowledge and attitudes about patient care and community health. Students reported better understanding of chronic disease causes, physicians’ roles in health promotion, and the roles of CHWs. Students expressed http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals

From Classroom to Community: the Impact of a Non-Clinical Clerkship on Fourth-Year Medical Students’ Ability to Address Social Determinants of Health

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Publisher
Springer US
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
D.O.I.
10.1007/s40670-018-0561-2
Publisher site
See Article on Publisher Site

Abstract

Background The AAMC has called for research exploring causes of health disparities and the value of educating health care providers about population health. Research on best practices for educating medical students about social determinants of health is limited. Methods During academic year 2015–2016, we implemented a required 4-week community health clerkship for all fourth-year medical students at Tulane University not concurrently seeking an MPH. The 15-h classroom component of the course included discussion of reading materials and didactic instruction on social determinants of health, principles of prevention, health dispar- ities, racism, cultural humility, and community health workers’ (CHWs) roles in improving population health. Students also spent 80 h at a community agency doing non-clinical work. In addition to course evaluations, students completed pre-and post-course surveys that included 15 items measuring knowledge and attitudes about patient care and community health on a 4-point Likert scale. Post-course surveys also contained ten open-ended questions. Results Students were highly satisfied with the course. There were significant changes in 11 of 15 items related to knowledge and attitudes about patient care and community health. Students reported better understanding of chronic disease causes, physicians’ roles in health promotion, and the roles of CHWs. Students expressed

Journal

Medical Science EducatorSpringer Journals

Published: Mar 26, 2018

References

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