Department of Nursing Science, College of Nursing, East Carolina University, Greenville, NC, USA.
School of Nursing, the University of North Carolina, Chapel Hill NC, USA.
J Interprof Care. 2023 Nov 2;37(6):922-931. doi: 10.1080/13561820.2022.2124238. Epub 2022 Oct 20.
Structural competency training provides guidance to healthcare providers on recognizing and addressing structural factors leading to health inequities. To inform the evidence-based progression of structural competency curriculum development, this study was designed to map the current state of the literature on structural competency training with pre-health students, healthcare professional students, and/or healthcare professionals. We performed a scoping review and identified peer-reviewed, primary research articles assessing structural competency training interventions. The category of learners, timing of the structural competency training, types of teaching and learning activities used, instruments used to measure training outcomes, and evaluation criteria were examined. Eleven ( = 11) articles met inclusion criteria, addressing all training levels, and largely focused on medical education. Active learning strategies and researcher-developed instruments to measure training outcomes were most used. Evaluation criteria largely focused on trainees' affective reactions, utility assessments, and direct measure of the trainee learning. We suggest designing interprofessional structural competency education with an emphasis on active learning strategies and standardized training curricula. Evaluation instruments integrated at different points in the health professional learning trajectory are important for evidence-based progression in curriculum development focused on achieving structural competency.
结构能力培训为医疗保健提供者提供了指导，以识别和解决导致健康不平等的结构性因素。为了为基于证据的结构能力课程发展提供信息，本研究旨在绘制针对预医疗学生、医疗保健专业学生和/或医疗保健专业人员的结构能力培训文献的现状。我们进行了范围审查，并确定了评估结构能力培训干预措施的同行评审原始研究文章。研究了学习者类别、结构能力培训的时间安排、使用的教学和学习活动类型、用于衡量培训结果的工具以及评估标准。有 11 篇文章符合纳入标准，涵盖了所有培训层次，主要集中在医学教育上。最常使用的是主动学习策略和研究人员开发的衡量培训结果的工具。评估标准主要集中在学员的情感反应、效用评估以及学员学习的直接衡量上。我们建议设计以强调主动学习策略和标准化培训课程为重点的跨专业结构能力教育。在卫生专业人员学习轨迹的不同点集成评估工具对于基于证据的课程发展至关重要，重点是实现结构能力。
