Williamson Andrea E, Ayres Richard, Allen Jessica, Macleod Una
General Practice and Primary Care, School of Medicine, MVLS, University of Glasgow, 1 Horselethill Road, Glasgow, G12 9LX, UK.
Plymouth Peninsula Schools of Medicine and Dentistry, University of Plymouth, Plymouth, UK.
BMC Med Educ. 2015 Apr 2;15:66. doi: 10.1186/s12909-015-0342-1.
Despite there being a concerted effort in recent years to influence what doctors can do to tackle health inequalities in the UK, there has been limited policy focus on what undergraduate students need to learn at medical school in preparation for this. This project led by members of the Health Inequalities Group of the Royal College of General Practitioners in collaboration with the Institute of Health Equity, University College London sought to fill this gap.
We conducted a Delphi poll using our teaching and stakeholder networks. We identified 5 areas for learning focusing on key knowledge and skills. These were population concepts, health systems, marginalised patient groups, cultural diversity and ethics. These intended learning outcomes about health inequalities represent the best available evidence to date for colleagues seeking to develop core undergraduate medical curricula on the topic.
尽管近年来英国为影响医生应对健康不平等问题的能力做出了协同努力，但对于医学生在医学院需要学习什么以做好准备，政策关注有限。由皇家全科医师学院健康不平等小组的成员与伦敦大学学院健康公平研究所合作开展的这个项目旨在填补这一空白。
我们利用教学和利益相关者网络进行了一项德尔菲调查。我们确定了5个学习领域，重点关注关键知识和技能。这些领域是人口概念、卫生系统、边缘化患者群体、文化多样性和伦理学。这些关于健康不平等的预期学习成果代表了目前为止，寻求制定该主题本科医学核心课程的同事可获得的最佳证据。
