University of Vermont's Larner College of Medicine, UVMMC, 111 Colchester Ave, Smith 2, Burlington, VT, 05401, USA.
BMC Med Educ. 2021 Feb 24;21(1):131. doi: 10.1186/s12909-021-02533-x.
Despite an abundant literature advocating that social determinants of health (SDH) be taught during undergraduate medical education, there are few detailed descriptions of how to design and implement longitudinal core curricula that is delivered to all students and accomplishes this goal.
In this paper, we describe the design and implementation of a social medicine curriculum at the University of Vermont's Larner College of Medicine (UVM Larner). Using Kern's principles, we designed a longitudinal curriculum that extends through both preclinical and clinical training for all students and focused on integrating SDH material directly into basic science and clinical training.
We successfully developed and implemented two primary tools, a "Social Medicine Theme of the Week" (SMTW) in preclinical training, and SDH rounds in the clinical setting to deliver SDH content to all learners at UVM Larner.
Extensive student-faculty partnerships, robust needs assessment, and focusing on longitudinal and integrated SDH content delivery to all students were key features that contributed to successful design and implementation.
尽管有大量文献提倡在本科医学教育中教授健康的社会决定因素（SDH），但很少有详细描述如何设计和实施向所有学生提供并实现这一目标的纵向核心课程。
在本文中，我们描述了佛蒙特大学拉尔纳医学院（UVM Larner）社会医学课程的设计和实施。我们使用 Kern 的原则设计了一个纵向课程，该课程贯穿所有学生的基础临床培训，并侧重于将 SDH 材料直接整合到基础科学和临床培训中。
我们成功地开发并实施了两个主要工具，一个是基础临床培训中的“社会医学主题周”（SMTW），另一个是临床环境中的 SDH 轮转，为 UVM Larner 的所有学习者提供 SDH 内容。
广泛的学生-教师合作、强有力的需求评估，以及关注向所有学生提供纵向和综合的 SDH 内容交付，是促成成功设计和实施的关键特征。
