Class of 2025, Larner College of Medicine, University of Vermont, Burlington, VT, 05405, United States of America.
Class of 2024, Larner College of Medicine, University of Vermont, Burlington, VT, 05405, United States of America.
BMC Med Educ. 2023 Apr 4;23(1):210. doi: 10.1186/s12909-023-04152-0.
Dismantling structural inequities in health care requires that physicians understand the impacts of social determinants of health (SDH). Although many medical schools incorporate SDH education, integration of these principles into the preclinical curriculum remains challenging.
Students and faculty at the University of Vermont, Larner College of Medicine developed the Social Medicine Theme of the Week (SMTW), a peer-teaching approach to integrating SDH topics across the preclinical curriculum as part of a broader social medicine curriculum. Students created objectives to link SDH-related topics to the weekly curriculum and presented them to the class. Student innovation led to the incorporation of creative online infographics that were published in the curriculum calendar. First year medical students and faculty members were surveyed to assess preferences and educational impact of the SMTW announcements with accompanying infographics.
Of the 40 student respondents, 77.5% reported that their knowledge of SDH had improved due to the SMTW. Most students (82.5%) preferred the infographic modality over traditional teaching modalities. Faculty respondents reported limited engagement with the SMTW and, although they supported the need for these objectives, many (61%) found it difficult to integrate SDH content into their class materials.
Student-led infographics are a popular method of integrating SDH content in the preclinical curriculum that can be optimized through faculty orientation and support. Success for this type of instruction requires opportunities for student developers, integration and formal assessment of objectives, faculty engagement and training, and institutional support for creating and delivering a robust social medicine curriculum.
打破医疗保健中的结构性不平等，要求医生了解健康的社会决定因素（SDH）的影响。尽管许多医学院都将 SDH 教育纳入课程，但将这些原则融入基础医学课程仍然具有挑战性。
佛蒙特大学拉纳医学院的学生和教师开发了“社会医学主题周”（SMTW），这是一种将 SDH 主题整合到基础医学课程中的同伴教学方法，是更广泛的社会医学课程的一部分。学生制定了将 SDH 相关主题与每周课程联系起来的目标，并向全班同学介绍。学生的创新举措导致了创造性的在线信息图表的整合，这些图表被发布在课程日历中。我们调查了一年级医学生和教师，以评估 SMTW 公告及其附带信息图表的偏好和教育影响。
在 40 名学生受访者中，77.5%的人表示，他们的 SDH 知识因 SMTW 而有所提高。大多数学生（82.5%）更喜欢信息图表模式而不是传统的教学模式。教师受访者报告说，他们对 SMTW 的参与有限，尽管他们支持这些目标的必要性，但许多人（61%）发现很难将 SDH 内容融入他们的课程材料中。
学生主导的信息图表是一种将 SDH 内容融入基础医学课程的流行方法，可以通过教师指导和支持进行优化。这种类型的教学取得成功需要学生开发者的机会、目标的整合和正式评估、教师的参与和培训，以及为创建和提供强大的社会医学课程提供机构支持。
