Stover Claire, Le Ang, Onyeali Rose, Mushero Nicole
Boston University Chobanian and Avedisian School of Medicine, Boston, MA, USA.
University of Pennsylvania School of Medicine, Philadelphia, PA, USA.
J Gen Intern Med. 2025 Mar;40(4):892-917. doi: 10.1007/s11606-024-09239-y. Epub 2024 Dec 10.
The justice-involved population faces significant health disparities yet is often overlooked in medical education, resulting in medical providers having limited preparation to serve this community. The objective of this study is to understand the scope and context of medical education in correctional healthcare.
Literature was systematically reviewed for curriculum on correctional healthcare aimed at undergraduate or graduate medical learners in U.S. educational institutions. The search strategy was developed with the guidance of a medical research librarian and included five literature databases, which were analyzed by two data analysts. The risk of bias was assessed using the appropriate Critical Appraisal Skills Programme checklists.
Our search identified 49 studies highlighting 95 unique curricula. Curricula were evenly split between the undergraduate (n = 44) and graduate (n = 50) level. The two most represented specialties were psychiatry (n = 43) and general medicine (n = 30). Educational modalities included clinical rotation (n = 48), didactics (n = 14), or a combination (n = 28). Curricula increased knowledge in correctional and specialty-specific medicine and improved attitudes towards justice-involved patients; however, there was no significant effect on plans to work with the justice-involved population. Common themes of curricula included treating justice-involved patients with respect (n = 23), structure and function of the legal system (n = 20), and career recruitment (n = 16).
There is limited education on the care of the justice-involved population and most learners are unlikely to experience education on this population during their training despite the extensive and unique health and psycho-social needs of this population. Quality of education remains variable and challenging to assess due to limited outcome data and the low quality of literature; however, our thorough search strategy and standardized approach allow for a complete and accurate representation of the literature.
Registration number CRD42023427470.
涉司法人群面临着显著的健康差距，但在医学教育中却常常被忽视，这导致医疗服务提供者在为该群体提供服务方面准备不足。本研究的目的是了解惩教医疗保健中医学教育的范围和背景。
系统检索美国教育机构中针对本科或研究生医学学习者的惩教医疗保健课程的文献。检索策略是在医学研究图书馆员的指导下制定的，包括五个文献数据库，由两名数据分析师进行分析。使用适当的批判性评估技能计划清单评估偏倚风险。
我们的检索确定了49项研究，突出了95个独特的课程。课程在本科（n = 44）和研究生（n = 50）水平之间平均分配。最具代表性的两个专业是精神病学（n = 43）和普通医学（n = 30）。教育方式包括临床轮转（n = 48）、教学法（n = 14）或两者结合（n = 28）。课程增加了惩教和特定专业医学方面的知识，并改善了对涉司法患者的态度；然而，对与涉司法人群合作的计划没有显著影响。课程的共同主题包括尊重涉司法患者（n = 23）、法律系统的结构和功能（n = 20）以及职业招募（n = 16）。
针对涉司法人群护理的教育有限，尽管该群体有广泛且独特的健康和心理社会需求，但大多数学习者在培训期间不太可能接受针对该群体的教育。由于结果数据有限和文献质量较低，教育质量仍然参差不齐且难以评估；然而，我们全面的检索策略和标准化方法能够完整、准确地呈现文献。
注册号CRD42023427470。
