Dep. of Clinical Sciences, College of Health Professions, Medical University of South Carolina, 151-B Rutledge Avenue, MSC 962, Charleston, SC 29425, USA. Tel 843-792-0067.
J Allied Health. 2021 Spring;50(1):e31-e36.
There is an increasing call for health care professionals to understand social determinants of health (SDOH); however, there is little consensus on what to teach, how to teach SDOH, or how to assess the material and assignments. This study involved restructuring weekly topics and assignments based on a SDOH framework and literature review to effectively teach allied health care students in an online SDOH undergraduate course about SDOH and their impact on health and well-being. Authors also implemented pre- and post-surveys to assess how students view various SDOH.
In fall 2019, undergraduate allied health students completed a pre-survey before their first SDOH class and in the last 2 weeks of class completed a post-survey to assess how they view SDOH over time. Based on a literature review, new assignments were added to the course: Modified Privilege Walk, photography essay, case study, and a service-learning project. Pre- and post-survey mean scores were compared using a Wilcoxon signed-rank test.
Data from 18 matched pre-and post-surveys were analyzed. Many students were non-Hispanic White and female. Students rated the overall SDOH course and service-learning experience as very effective in teaching SDOH; however, students rated the case study slightly lower. Course feedback illustrated strengths and areas for improvement in the course, including adding more volunteer hours and depicting more actual patient stories demonstrating SDOH and the impact on health and well-being.
A combination of various assignments, including photo essays, service-learning projects, and critical reflection writing, from medicine and nursing SDOH curricula are feasible to implement in an online program that teaches primarily allied health professional students. Teaching SDOH for a semester (versus one class setting), linking SDOH to the "real world," and creating awareness about SDOH and privilege may lead to more empathetic health care providers who can better understand and advocate for their patients.
越来越多的医疗保健专业人员呼吁了解健康的社会决定因素（SDOH）；然而，对于应该教授什么内容、如何教授 SDOH 以及如何评估材料和作业，尚未达成共识。本研究基于 SDOH 框架和文献综述，对每周的主题和作业进行了重新构建，从而有效地向在线 SDOH 本科课程中的联合健康保健专业学生教授 SDOH 及其对健康和福祉的影响。作者还实施了预调查和后调查，以评估学生对各种 SDOH 的看法。
在 2019 年秋季，本科联合健康学生在第一次 SDOH 课程之前完成了预调查，并在课程的最后两周完成了后调查，以评估他们随时间推移对 SDOH 的看法。基于文献综述，向课程中添加了新的作业：改良特权行走、摄影短文、案例研究和服务学习项目。使用 Wilcoxon 符号秩检验比较预调查和后调查的平均得分。
对 18 份匹配的预调查和后调查数据进行了分析。许多学生是非西班牙裔白人且为女性。学生们对整个 SDOH 课程和服务学习体验的评价非常有效，能教授 SDOH；然而，学生们对案例研究的评价略低。课程反馈说明了课程的优势和改进领域，包括增加更多的志愿服务时间和描绘更多实际患者的故事，展示 SDOH 及其对健康和福祉的影响。
将医学和护理 SDOH 课程中的各种作业（包括摄影短文、服务学习项目和批判性反思写作）组合在一起，在主要教授联合健康专业学生的在线课程中是可行的。一学期教授 SDOH（而不是一个课程设置）、将 SDOH 与“现实世界”联系起来、提高对 SDOH 和特权的认识，可能会培养出更具同理心的医疗保健提供者，使他们能够更好地理解和为患者辩护。
