A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum

BMC Medical Education

Raghav K. Goyal¹  Samuel B. Epstein¹  Christina A. Dawson¹  Timothy Lahey²  Richard J. Brach³  Sheridan M. Finnie³  Karen M. Lounsbury⁴  Shaden T. Eldakar-Hein⁴ 

[1] Class of 2021, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, 05405, Burlington, VT, USA;Department of Medicine/Ethics, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, 05405, Burlington, VT, USA;From the Class of 2022, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, 05405, Burlington, VT, USA;The Office of Medical Student Education, Larner College of Medicine, University of Vermont, Given Medical Bldg, E-126, 89 Beaumont Ave, 05405, Burlington, VT, USA;

关键词: Social justice;    Social medicine;    Racism;    Health inequities;    Social determinants of health;    Curriculum design;    Medical education;    Health care;   

DOI  :  10.1186/s12909-021-02885-4

来源: Springer

【 摘 要 】

BackgroundTo support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum.MethodsWe implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design.ResultsStudent and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching.ConclusionsBased on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.

【 授权许可】

CC BY