What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health

Background: We rarely teach medical students the skills required to engage in policy change to address the structural factors that underpin the social determinants of health, which are driven by the unequal distribution of power and resources in society. Acquiring the knowledge and skills to influe...

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Autores principales:	Kate Hayman, Mei Wen, Farooq Khan, Tracey Mann, Andrew D. Pinto, Stella L. Ng
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/665ebb7286434aeab2e61e1f173d61af
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spelling	oai:doaj.org-article:665ebb7286434aeab2e61e1f173d61af2021-12-01T22:41:31ZWhat knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health 10.36834/cmej.584241923-1202https://doaj.org/article/665ebb7286434aeab2e61e1f173d61af2020-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/58424https://doaj.org/toc/1923-1202 Background: We rarely teach medical students the skills required to engage in policy change to address the structural factors that underpin the social determinants of health, which are driven by the unequal distribution of power and resources in society. Acquiring the knowledge and skills to influence policy can empower students to act on healthcare inequities rather than simply be aware of them. Methods: Using Metzl and Hansen’s structural competency framework, we designed and piloted an intervention for medical students. Participants attended a workshop, presented to a hypothetical political stakeholder, and wrote an opinion editorial piece. Students participated in a focus group that was audio-recorded and transcribed. We coded and analyzed presentations, editorials, and transcripts to develop a thematic analysis. Results: Nine students participated in the workshop. They chose structural interventions and presented potential solutions to structural barriers in written and oral outputs. Students identified a lack of knowledge about health and political systems as a potential barrier to future advocacy work. Conclusion: Medical trainees require training in specific advocacy skills such as oral and written communication, however this alone may be insufficient. As future advocates, trainees must also acquire a specific skill set and associated knowledge about health systems and policy to navigate the systems in which they will practice. Kate HaymanMei WenFarooq KhanTracey MannAndrew D. PintoStella L. NgCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Kate Hayman Mei Wen Farooq Khan Tracey Mann Andrew D. Pinto Stella L. Ng What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
description	Background: We rarely teach medical students the skills required to engage in policy change to address the structural factors that underpin the social determinants of health, which are driven by the unequal distribution of power and resources in society. Acquiring the knowledge and skills to influence policy can empower students to act on healthcare inequities rather than simply be aware of them. Methods: Using Metzl and Hansen’s structural competency framework, we designed and piloted an intervention for medical students. Participants attended a workshop, presented to a hypothetical political stakeholder, and wrote an opinion editorial piece. Students participated in a focus group that was audio-recorded and transcribed. We coded and analyzed presentations, editorials, and transcripts to develop a thematic analysis. Results: Nine students participated in the workshop. They chose structural interventions and presented potential solutions to structural barriers in written and oral outputs. Students identified a lack of knowledge about health and political systems as a potential barrier to future advocacy work. Conclusion: Medical trainees require training in specific advocacy skills such as oral and written communication, however this alone may be insufficient. As future advocates, trainees must also acquire a specific skill set and associated knowledge about health systems and policy to navigate the systems in which they will practice.
format	article
author	Kate Hayman Mei Wen Farooq Khan Tracey Mann Andrew D. Pinto Stella L. Ng
author_facet	Kate Hayman Mei Wen Farooq Khan Tracey Mann Andrew D. Pinto Stella L. Ng
author_sort	Kate Hayman
title	What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
title_short	What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
title_full	What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
title_fullStr	What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
title_full_unstemmed	What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
title_sort	what knowledge is needed? teaching undergraduate medical students to “go upstream” and advocate on social determinants of health
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/665ebb7286434aeab2e61e1f173d61af
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What knowledge is needed? Teaching undergraduate medical students to “go upstream” and advocate on social determinants of health

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