Vijayan Tara, Cortés-Penfield Nicolás, Harris Christina
Division of Infectious Diseases, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, California, USA.
Division of Infectious Diseases, Department of Internal Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA.
Open Forum Infect Dis. 2020 Sep 28;7(10):ofaa458. doi: 10.1093/ofid/ofaa458. eCollection 2020 Oct.
While basic science and social medicine are fundamental to the practice of medicine, the former is often prioritized in preclinical medical education at the expense of the latter. In this perspective, we discuss ways to introduce the concept of interpersonal, institutional, and structural discrimination as social determinants of health (SDOH) into a preclinical microbiology and infectious diseases medical course. We offer 5 specific steps to creating a comprehensive curriculum on discrimination as a social determinant of health: define and use standardized terminology; integrate the concept of SDOH throughout the course; encourage critical appraisal of lay and medical resources; encourage student feedback; and provide faculty development supported by key faculty stakeholders that focuses on increasing comfort and facility with teaching such concepts. This approach offers a template for ongoing discussion in the setting of curricular reform.
虽然基础科学和社会医学是医学实践的基础，但在临床前医学教育中，前者往往被优先考虑，而牺牲了后者。从这个角度出发，我们讨论了将人际、机构和结构歧视的概念作为健康的社会决定因素（SDOH）引入临床前微生物学和传染病医学课程的方法。我们提供了五个具体步骤来创建一个关于歧视作为健康社会决定因素的综合课程：定义并使用标准化术语；在整个课程中整合SDOH的概念；鼓励对非专业和医学资源进行批判性评估；鼓励学生反馈；并提供由关键教师利益相关者支持的教师发展，重点是提高在教授此类概念时的舒适度和能力。这种方法为课程改革背景下的持续讨论提供了一个模板。
