ArticleJournal of general internal medicine2026
Integrating Social Drivers of Health into Topic-Based Education for Internal Medicine Residents: A Faculty Development Approach.
Article in Journal of general internal medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGraduate medical education (GME) on social drivers of health (SDOH) is critical to prepare residents in providing comprehensive clinical care but is usually delivered as standalone teaching on health equity.
objectiveTo examine faculty educators' preparedness to integrate SDOH into core didactics of the residency curriculum, identify barriers, test the effect of brief tailored interventions on faculty's willingness to incorporate SDOH into teaching, and capture resident perspectives on SDOH education.
methodsThis mixed-methods educational research was conducted from 5/2024 to 5/2025 in an Internal Medicine residency program, and consisted of a qualitative needs assessment, a tailored faculty development intervention, and quantitative evaluation of faculty and learner outcomes. Content expert faculty joined pre-didactic interviews and focus groups to discuss knowledge, comfort, and barriers to incorporating SDOH, which were addressed with brief tailored interventions. Thematic analyses of transcripts were performed. Post-didactic faculty surveys assessed incorporation of SDOH. Residents completed pre- and post-curriculum surveys evaluating impact.
resultsTwenty-eight faculty experts across multiple subspecialties participated. Five themes emerged: uncertainty about integration, conflation of race with SDOH, discomfort defining race, limited awareness of SDOH literature, and effective attention to SDOH-integrated patientcare. Tailored interventions prompted engagement and provided feasible teaching approaches. Most (26/28) faculty experts subsequently incorporated SDOH into lectures, citing improved knowledge about SDOH. Among 157 residents, 46% responded to surveys showing significant increases in self-reported application of SDOH in patientcare (p < 0.001) and departure from genetic explanations of racial disparities (p = 0.01).
conclusionsFaculty acknowledged uncertainty and discomfort discerning race and SDOH in published data, and teaching about SDOH relevant to topics they are clinical experts in. Embedding SDOH into disease-specific didactics, reinforced by brief faculty development, proved practical and valued by both educators and learners. Such integration can strengthen residency training by aligning clinical education with the realities of patient care.
Identifiers
42711507What 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.