Evidence map›Paper›PMID 32547288›Full record

ArticleAdvances in medical education and practice2020

Addressing the Social Determinants of Health in Undergraduate Medical Education Curricula: A Survey Report.

Joy H Lewis, Onelia G Lage, B Kay Grant, Senthil K Rajasekaran, Mekbib Gemeda, Robert C Like, Sally Santen, Michael Dekhtyar

Abstract read
In one paragraph

Article in Advances in medical education and practice, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 46 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
46citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

46 citing papers in PubMed, 1 synthesis or guideline pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Joy H LewisSchool of Osteopathic Medicine in Arizona, A.T. Still University of Health Sciences, Mesa, AZ, USA.
Onelia G LageHerbert Wertheim College of Medicine, Florida International University, Miami, FL, USA.
B Kay GrantOffice of Health Professions Education, Nebraska Medicine, Omaha, NE, USA.
Senthil K RajasekaranAcademic Affairs, Eastern Virginia Medical School, Norfolk, VA, USA.
Mekbib GemedaDiversity and Inclusion, Eastern Virginia Medical School, Norfolk, VA, USA.ORCID 0000-0002-8693-9005
Robert C LikeDepartment of Family Medicine and Community Health, Robert Wood Johnson Medical School, Rutgers University, New Brunswick, NJ, USA.ORCID 0000-0002-2363-6453
Sally SantenDepartment of Emergency Medicine, Virginia Commonwealth University, Richmond, VA, USA.
Michael DekhtyarMedical Education Outcomes, American Medical Association, Chicago, IL, USA.ORCID 0000-0002-8548-3624

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeSocial determinants of health (SDH) are recognized as important factors that affect health and well-being. Medical schools are encouraged to incorporate the teaching of SDH. This study investigated the level of commitment to teaching SDH; learning objectives/goals regarding student knowledge, skills, and attitudes; location in the curriculum and teaching strategies; and perceived barriers to teaching SDH.

methodsA team from the American Medical Association's Accelerating Change in Medical Education Consortium developed a 23-item inventory survey to document consortium school SDH curricula. The 32 consortium schools were invited to participate.

resultsTwenty-nine (94%) schools responded. Most respondents indicated the teaching of SDH was low priority (10, 34%) or high priority (12, 41%). Identified learning objectives/goals for student knowledge, skills, and attitudes regarding SDH were related to the importance of students developing the ability to identify and address SDH and recognizing SDH as being within the scope of physician practice. Curricular timing and teaching strategies suggested more SDH education opportunities were offered in the first and second undergraduate medical education years. Barriers to integrating SDH in curricula were identified: addressing SDH is outside the realm of physician responsibility, space in curriculum is limited, faculty lack knowledge and skills to teach material, and concepts are not adequately represented on certifying examinations.

conclusionDespite the influence of SDH on individual and population health, programs do not routinely prioritize SDH education on par with basic or clinical sciences. The multitude of learning objectives and goals related to SDH can be achieved by increasing the priority level of SDH and employing better teaching strategies in all years. The discordance between stated objectives/goals and perceived barriers, as well as identification of the variety of strategies utilized to teach SDH during traditional "preclinical" years, indicates curricular areas in need of attention.

Indexed as

barriers to teachinghealth system sciencesocial factorsteaching strategies

Identifiers

PMID32547288
PMCPMC7250290

What OpenQuestion holds

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LicenceCC BY-NC
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Registered trials

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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.