Krishnamurthy Sudarshan, Soltany Kevin Alexander, Montez Kimberly
Bowman Gray Center for Medical Education, Wake Forest University School of Medicine, Winston-Salem, NC, USA.
Department of Internal Medicine, Wake Forest University School of Medicine, Winston-Salem, NC, USA.
J Med Educ Curric Dev. 2023 Jul 31;10:23821205231191601. doi: 10.1177/23821205231191601. eCollection 2023 Jan-Dec.
Physicians serve as crucial advocates for their patients. Undergraduate medical education (UME) must move beyond the biomedical model, built upon the perception that health is defined purely in the absence of illness, to also incorporate population health through health policy, advocacy, and community engagement to account for structural and social determinants of health. Currently, the US guidelines for UME lack structured training in health policy or advocacy, leaving trainees ill-equipped to assume their role as physician-advocates or to engage with communities. There is an undeniable need to educate future physicians on legislative advocacy toward improving the social determinants of health through the creation of evidence-based health policy, in addition to training in effective techniques to engage in partnership with the communities in which physicians serve. The authors of this article also present curricular case studies around two programs at their institution that could be used to implement similar programs at other US medical schools.
医生是患者至关重要的支持者。本科医学教育（UME）必须超越基于健康纯粹被定义为无疾病这一观念的生物医学模式，还要通过健康政策、宣传和社区参与纳入人群健康，以考虑健康的结构和社会决定因素。目前，美国本科医学教育指南缺乏健康政策或宣传方面的结构化培训，使得受训者没有足够能力承担医生支持者的角色或与社区互动。除了培训有效技巧以便与医生所服务的社区建立伙伴关系外，迫切需要教育未来的医生进行立法宣传，以通过制定循证健康政策来改善健康的社会决定因素。本文作者还介绍了他们所在机构围绕两个项目的课程案例研究，这些案例研究可用于美国其他医学院实施类似项目。
