Daccache Jennifer, Khoury Michel, Habibi Charlene, Bennett Susan
Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada.
Director of Social Pediatrics, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.
J Med Educ Curric Dev. 2020 Nov 25;7:2382120520973210. doi: 10.1177/2382120520973210. eCollection 2020 Jan-Dec.
The need to educate medical students on the social forces shaping disease and health patterns is paramount in preparing incoming physicians with the aptitudes to address health inequities. Despite its well-documented merit as a model of practice, social medicine remains underrepresented at the undergraduate medical education level. We hypothesize that the success of this student-led COVID-19 initiative proposes a tangible and innovative solution to address the lack of social medicine exposure in undergraduate medical education.
We sought to evaluate the impact of sustaining clinical learning during the pandemic using the social pediatrics model as a didactic vector for clerkship students. We extracted learning objectives relevant to the teaching of social medicine from the Royal College of Physicians and Surgeons of Canada's CanMEDS framework and developed a survey aimed at evaluating the attainability of each of those objectives. The survey was distributed to students enrolled in the social pediatrics COVID-19 initiative after 6 weeks (April-May), as well as a control group.
Completing the survey were 19 students from the University of Ottawa Faculty of Medicine, 7 in the intervention group and 12 in the control group. Students that participated in the social pediatrics initiative yielded significantly higher values for the achievement of 6 out of 9 social medicine learning objectives when compared to the control group. Although the values followed a similar trend for the remaining 3 objectives, favoring the intervention group, they were not statistically significant.
The positive results from this study and the COVID-19 student-led initiative template can serve as a catalyst for curricular change so as to ensure graduates are adequately trained to contend with the realities of the social landscape in which they will practice. Future plans include the incorporation of interactive social medicine experiences throughout all 4 years of medical school.
培养医学生了解塑造疾病和健康模式的社会力量对于使未来的医生具备解决健康不平等问题的能力至关重要。尽管社会医学作为一种实践模式有充分的文献记载其优点，但在本科医学教育层面，它的代表性仍然不足。我们假设，这项由学生主导的新冠肺炎倡议的成功提出了一个切实可行且创新的解决方案，以解决本科医学教育中社会医学接触不足的问题。
我们试图评估在疫情期间使用社会儿科学模式作为见习学生的教学载体来维持临床学习的影响。我们从加拿大皇家内科医师和外科医师学院的CanMEDS框架中提取了与社会医学教学相关的学习目标，并制定了一项旨在评估每个目标可实现性的调查。该调查在6周后（4月至5月）分发给参加社会儿科学新冠肺炎倡议的学生以及一个对照组。
渥太华大学医学院的19名学生完成了调查，其中干预组7名，对照组12名。与对照组相比，参与社会儿科学倡议的学生在9个社会医学学习目标中的6个目标的达成上得分显著更高。尽管其余3个目标的得分趋势相似，有利于干预组，但差异无统计学意义。
本研究的积极结果以及由学生主导的新冠肺炎倡议模板可作为课程变革的催化剂，以确保毕业生得到充分培训，能够应对他们将执业的社会环境的现实情况。未来计划包括在医学院的所有4年中纳入互动式社会医学体验。
