ArticleCanadian medical education journal2020
What knowledge is needed? Teaching undergraduate medical students to "go upstream" and advocate on social determinants of health.
Article in Canadian medical education journal, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 14 citations in OpenAlex.
- Training Public Health Students in Racial Justice and Health Equity : A Systematic Review.Public health reports (Washington, D.C. : 1974)Pooled it
- Article
- The complexity of inequity: rethinking global health through lived experience, power, and structural vulnerability.International journal for equity in health · 2026Article
- The upstream-downstream tension in the global health classroom.BMJ global health · 2025Article
- An Op-Ed Writing Curriculum for Medical Students to Engage in Advocacy Through Public Writing.Journal of general internal medicine · 2024Article
- "To teach or not to teach- that is the question" The educational and clinical impact of introducing an outcome based, modular curriculum in Social Emergency Medicine (SEM) at a private tertiary care center in Karachi, Pakistan.BMC medical education · 2023Article
- The Efficacy of Short, Skills-based Workshops in Teaching Advocacy to Medical Students: A Pilot Study.PRiMER (Leawood, Kan.) · 2023Article
- Framing action to reduce health inequalities: what is argued for through use of the 'upstream-downstream' metaphor?Journal of public health (Oxford, England) · 2022Review
- The simulated newsroom: A novel educational innovation to teach advocacy skills to resident physicians.AEM education and training · 2022Article
- Structural competency in emergency medical education: A scoping review and operational framework.AEM education and training · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 4 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWe rarely teach medical students the skills required to engage in policy change to address the structural factors that underpin the social determinants of health, which are driven by the unequal distribution of power and resources in society. Acquiring the knowledge and skills to influence policy can empower students to
methodsUsing Metzl and Hansen's structural competency framework, we designed and piloted an intervention for medical students. Participants attended a workshop, presented to a hypothetical political stakeholder, and wrote anopinion editorial piece. Students participated in a focus group that was audio-recorded and transcribed. We coded and analyzed presentations, editorials, and transcripts to develop a thematic analysis.
resultsNine students participated in the workshop. They chose structural interventions and presented potential solutions to structural barriers in written and oral outputs. Students identified a lack of knowledge about health and political systems as a potential barrier to future advocacy work.
conclusionMedical trainees require training in specific advocacy skills such as oral and written communication, however this alone may be insufficient. As future advocates, trainees must also acquire a specific skill set and associated knowledge about health systems and policy to navigate the systems in which they will practice.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.