■没有关于健康的社会决定因素(SDoH)如何影响患者护理和健康结果的明确教育和培训,医学院未能有效地装备未来的医生为患者服务。我们创建了这个关于健康公平的研讨会,重点是SDoH,以帮助学生更有效地与不同人群沟通。
■为三年级医学生和教职员工提供了课程指南,学习目标,角色扮演小插曲,其中包含特定于职员的历史和身体检查,时间表,在以SDoH为中心的2小时会议中讨论问题。研讨会的影响是通过调查的混合方法分析来衡量的。
■根据87名参与者的调查前后结果,医学生强烈同意(1)与临床接触相比,SDoH对患者健康结果的影响更大(pre:67%,职位:87%),(2)收集有关SDoH的信息是他们的责任(pre:86%,职位:97%),(3)邻域安全是SDoH的关键之一(pre:88%,职位:97%),(4)他们了解上游干预措施的影响(pre:35%,职位:93%),(5)他们可以在每次医疗时有效地筛查所有患者的SDoH(pre:27%,职位:86%),和(6)他们可以找到初步资源,以快速帮助需要帮助的患者关于特定的SDoH(pre:26%,职位:85%)。
■这是本次研讨会的第一次迭代;挑战涉及内容的试点,时间限制,车间的组织结构设计。未来的方向包括使SDoH课程成为本科医学教育和多样化临床环境的组成部分。
UNASSIGNED: Without explicit education and training on how social determinants of health (SDoH) impact patient care and health outcomes, medical schools are failing to effectively equip future physicians to serve their patients. We created this workshop on health equity with a focus on SDoH to help students more effectively communicate with diverse populations.
UNASSIGNED: Third-year medical students and faculty were provided with class guides, learning objectives, role-play vignettes containing clerkship-specific history and physical exams, schedules, and discussion questions during a 2-hour session centered on SDoH. The workshop\'s impact was measured through mixed-methods analysis of surveys.
UNASSIGNED: Based on pre- and postsurvey results from 87 participants, medical students strongly agreed that (1) SDoH factor more into a patient\'s health outcomes than the clinical encounter (pre: 67%, post: 87%), (2) it is their duty to gather information about SDoH (pre: 86%, post: 97%), (3) neighborhood safety is one of the key SDoH (pre: 88%, post: 97%), (4) they understood the impact of upstream interventions (pre: 35%, post: 93%), (5) they could efficiently screen all patients for SDoH at every medical encounter (pre: 27%, post: 86%), and (6) they could find preliminary resources to quickly assist patients in need of help regarding particular SDoH (pre: 26%, post: 85%).
UNASSIGNED: This was the first iteration of this workshop; challenges involved piloting the content, time restraints, and organizational structure of the workshop design. Future directions include making SDoH curricula an integral part of undergraduate medical education and diverse clinical environments.