ArticleBMC medical education2025
Medical students' experiential learning on social determinants of health: a constructivist qualitative study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Experiential learning in disaster psychiatry: a qualitative study of medical students' reflections on clinical reasoning, empathy, and professional identity.BMC medical education · 2026Article
- Benefits of Utilizing Experiential Learning in a Medical School Cancer Survivorship Course.Journal of cancer education : the official journal of the American Association for Cancer Education · 2026Article
- Teaching Medical Students to Identify Social Determinants of Health Through Observation and Reflection.Advances in medical education and practice · 2026Article
- Transforming surgical ward rounds: constructivist pedagogy, structured models, and intelligent technologies.Frontiers in medicine · 2026Review
- A Safe and Effective Internal Medicine Procedure Rotation for Medical Students.Medical science educator · 2025Article
- The curative-to-preventive perspective shift of medical students through community dementia programs: a qualitative study based on transformative learning theory.Frontiers in public health · 2025Article
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Authors and funding
3 authors.
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Abstract
backgroundIn addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility.
methodsSince 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.
resultsThe analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.
conclusionExperiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education.
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