Amini-Rarani Mostafa, Omid Athar, Nosratabadi Mehdi
Health Management and Economics Research Center Isfahan University of Medical Sciences Isfahan Iran.
Department of Medical Education, Medical Education Research Center Isfahan University of Medical Sciences Isfahan Iran.
Health Sci Rep. 2024 Nov 6;7(11):e70182. doi: 10.1002/hsr2.70182. eCollection 2024 Nov.
Given the importance of social determinants on health outcomes, training medical sciences students in addressing social determinants of health can enhance their effectiveness and social accountability. The aim of this study was to assess the effect of an educational program on the knowledge and attitude of medical sciences students regarding social determinants of health.
Using a one-group pretest-posttest quasi-experimental design, this study selected 200 students from a medical university in Iran through simple random sampling. A tailored educational intervention, grounded in the conceptual framework for action on social determinants of health, was implemented. To assess the program's effect, data were collected using a validated questionnaire that measured the students' knowledge and attitudes towards social determinants of health both at baseline (pretest) and 1 month following the intervention (posttest).
The application of the Wilcoxon Signed-Ranks Test revealed a significant increase in the median scores for knowledge and attitude postintervention. Specifically, the posttest median scores were significantly elevated compared to the pretest knowledge score ( = -11.89, < 0.001) and attitude score ( = -11.60, < 0.001). This indicates that the educational intervention significantly improved the students' knowledge and attitudes concerning social determinants of health.
The study outcomes suggest that educational interventions focused on social determinants of health effectively improve students' knowledge and attitudes. We recommend integrating such programs into the medical sciences curriculum and experiential training. By doing so, we can better prepare future healthcare professionals to address social determinants of health-related issues. This approach has the potential to reduce health disparities and also addresses broader social challenges affecting population health.
鉴于社会决定因素对健康结果的重要性，培训医科学生应对健康的社会决定因素可提高其效能和社会责任感。本研究的目的是评估一项教育计划对医科学生关于健康的社会决定因素的知识和态度的影响。
本研究采用单组前测-后测准实验设计，通过简单随机抽样从伊朗一所医科大学选取了200名学生。实施了一项基于健康的社会决定因素行动概念框架的量身定制的教育干预措施。为评估该计划的效果，使用一份经过验证的问卷收集数据，该问卷在基线（前测）和干预后1个月（后测）测量学生对健康的社会决定因素的知识和态度。
Wilcoxon符号秩检验的应用显示，干预后知识和态度的中位数得分显著增加。具体而言，后测中位数得分与前测知识得分（Z = -11.89，P < 0.001）和态度得分（Z = -11.60，P < 0.001）相比显著提高。这表明教育干预显著改善了学生对健康的社会决定因素的知识和态度。
研究结果表明，专注于健康的社会决定因素的教育干预有效地提高了学生的知识和态度。我们建议将此类计划纳入医学课程和实践培训。通过这样做，我们可以更好地培养未来的医疗保健专业人员应对与健康的社会决定因素相关的问题。这种方法有可能减少健康差距，并应对影响人群健康的更广泛的社会挑战。
