PDF(Pubmed)
Abstract：
OBJECTIVE: Food insecurity is a social determinant of health (SDOH) affecting 1 in 10 households per year in the United States and has major impacts on the course of chronic health conditions. It is beneficial to introduce screening and appropriate treatment plans to medical students. This study utilized a novel case-based learning exercise (CBLE) to assess confidence, attitudes and improvements in knowledge on recognizing and addressing food insecurity.
METHODS: A CBLE focused on food insecurity was developed to be implemented in a 2-h session as part of the curriculum for all first-year medical students at the Medical University of South Carolina. The CBLE included a case for discussion, followed by an interview with a standardized patient. Students received invitations to complete pre- and post-CBLE assessment surveys.
RESULTS: Completion of both pre- and post-surveys was achieved by 29% of students (48 out of 166). Knowledge around the formal definition of \"food insecurity,\" how to recognize food insecurity versus hunger, and how to screen for food insecurity all increased significantly (P < .05). Responses relating to the association between certain chronic diseases and food insecurity did not change pre and post-CBLE.
CONCLUSIONS: This novel CBLE was successfully implemented within a 2-h teaching session and improved knowledge on recognizing food insecurity in practice. However, additional learning exercises are likely needed to improve knowledge of the relationship between food insecurity and chronic disease states. Nonetheless, the CBLE structure provided students with multiple formats of learning and integration of skills, which shows promise and may be applicable to improve knowledge of other SDOHs.
METHODS: A CBLE focused on food insecurity was developed to be implemented in a 2-h session as part of the curriculum for all first-year medical students at the Medical University of South Carolina. The CBLE included a case for discussion, followed by an interview with a standardized patient. Students received invitations to complete pre- and post-CBLE assessment surveys.
RESULTS: Completion of both pre- and post-surveys was achieved by 29% of students (48 out of 166). Knowledge around the formal definition of \"food insecurity,\" how to recognize food insecurity versus hunger, and how to screen for food insecurity all increased significantly (P < .05). Responses relating to the association between certain chronic diseases and food insecurity did not change pre and post-CBLE.
CONCLUSIONS: This novel CBLE was successfully implemented within a 2-h teaching session and improved knowledge on recognizing food insecurity in practice. However, additional learning exercises are likely needed to improve knowledge of the relationship between food insecurity and chronic disease states. Nonetheless, the CBLE structure provided students with multiple formats of learning and integration of skills, which shows promise and may be applicable to improve knowledge of other SDOHs.
摘要：
目标：粮食不安全是健康的社会决定因素（SDOH），每年影响美国十分之一的家庭，并对慢性健康状况的进程产生重大影响。向医学生介绍筛查和适当的治疗方案是有益的。这项研究利用了一种新颖的基于案例的学习练习(CBLE)来评估信心，认识和解决粮食不安全问题的态度和知识的改进。
方法：开发了以粮食不安全为重点的CBLE，作为南卡罗来纳医科大学所有一年级医学生课程的一部分，在2小时的课程中实施。CBLE包括一个讨论案例，随后是与标准化患者的访谈。学生收到了完成CBLE评估前后调查的邀请。
结果：29%的学生（166人中有48人）完成了调查前和调查后。关于“粮食不安全”的正式定义的知识，“如何认识粮食不安全与饥饿，以及如何筛查粮食不安全均显著增加(P<.05)。与某些慢性疾病和粮食不安全之间的关联相关的反应在CBLE前后没有变化。
结论：这种新颖的CBLE在2小时的教学课程中成功实施，并在实践中提高了认识粮食不安全的知识。然而,可能需要更多的学习练习来提高对粮食不安全和慢性疾病状态之间关系的认识。尽管如此，CBLE结构为学生提供了多种形式的学习和技能整合，这显示了希望，可能适用于提高其他SDOH的知识。
方法：开发了以粮食不安全为重点的CBLE，作为南卡罗来纳医科大学所有一年级医学生课程的一部分，在2小时的课程中实施。CBLE包括一个讨论案例，随后是与标准化患者的访谈。学生收到了完成CBLE评估前后调查的邀请。
结果：29%的学生（166人中有48人）完成了调查前和调查后。关于“粮食不安全”的正式定义的知识，“如何认识粮食不安全与饥饿，以及如何筛查粮食不安全均显著增加(P<.05)。与某些慢性疾病和粮食不安全之间的关联相关的反应在CBLE前后没有变化。
结论：这种新颖的CBLE在2小时的教学课程中成功实施，并在实践中提高了认识粮食不安全的知识。然而,可能需要更多的学习练习来提高对粮食不安全和慢性疾病状态之间关系的认识。尽管如此，CBLE结构为学生提供了多种形式的学习和技能整合，这显示了希望，可能适用于提高其他SDOH的知识。
