Ms. Coria is a medical student, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire. Mr. McKelvey is a medical student, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire. Mr. Charlton is a medical student, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire. Dr. Woodworth is a recent graduate, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire, and internal medicine resident, Duke University Medical Center, Durham, North Carolina. Dr. Lahey is associate professor of medicine, Geisel School of Medicine at Dartmouth, Lebanon, New Hampshire.
Acad Med. 2013 Oct;88(10):1442-9. doi: 10.1097/ACM.0b013e3182a325be.
The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.
掌握识别和纠正疾病不良社会决定因素的技能是本科医学教育的重要组成部分。本文作者对“社会正义课程”进行了论证和定义，然后描述了达特茅斯学院盖瑟医学院多学科社会正义垂直整合小组（SJVIG）设计的医学院社会正义课程。SJVIG 达成了五个目标：（1）定义社会正义教育的核心能力，（2）确定社会正义课程应涵盖的关键主题，（3）评估其他机构的社会正义课程，（4）编制可与实践服务工作相匹配的教学机构附属社区外展点目录，以及（5）提供将社会正义教学融入核心（即基础科学）课程的整合示例。SJVIG 认为，社会正义课程应涵盖健康差距的范围、解决健康差距的原因以及解决这些差距的方法。该小组建议采用基于能力的学生评估，并主张评估医学生的社会正义工作对社区的影响。该小组确定将医生参与社会正义工作的义务纳入课堂讨论作为一种教育工具，并强调强制性、纵向、沉浸式、有指导的社区外展实习的重要性。教师和管理人员正在作为整体课程重新设计的一部分实施这些变化（2012-2015 年）。精心设计的医学院社会正义课程应提高学生识别和纠正疾病不良社会决定因素的能力。
