scholarly journals Tuskegee as a History Lesson, Tuskegee as Metaphor: Addressing Discrimination as a Social Determinant of Health in the Classroom

2020 ◽  
Vol 7 (10) ◽  
Author(s):  
Tara Vijayan ◽  
Nicolás Cortés-Penfield ◽  
Christina Harris
Keyword(s):  
Medical Education ◽  
Critical Appraisal ◽  
Social Determinant ◽  
Student Feedback ◽  
Curricular Reform ◽  
Preclinical Medical Education ◽  
Practice Of Medicine ◽  
Standardized Terminology ◽  
Comprehensive Curriculum ◽  
Social Determinant Of Health

Abstract While basic science and social medicine are fundamental to the practice of medicine, the former is often prioritized in preclinical medical education at the expense of the latter. In this perspective, we discuss ways to introduce the concept of interpersonal, institutional, and structural discrimination as social determinants of health (SDOH) into a preclinical microbiology and infectious diseases medical course. We offer 5 specific steps to creating a comprehensive curriculum on discrimination as a social determinant of health: define and use standardized terminology; integrate the concept of SDOH throughout the course; encourage critical appraisal of lay and medical resources; encourage student feedback; and provide faculty development supported by key faculty stakeholders that focuses on increasing comfort and facility with teaching such concepts. This approach offers a template for ongoing discussion in the setting of curricular reform.

Health, Illness, and Disease

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Practice Of Medicine ◽  
Definition Of ◽  
Contemporary Practice ◽  
Illness And Disease ◽  
Negative Sense

This introduction discusses traditional meanings of the following concepts: health, sickness, disease, suffering, and healing. The point is made that “disease” is an abstract phenomenon, albeit one that is critically important to the contemporary practice of medicine. Unfortunately, the term disease has often come to occupy the center of physicians’ preoccupations. Currently, health is considered in a negative sense, as an “absence of disease.” This chapter proposes a new and bold definition of sickness, one that revolves around the notion of function. This opens up possibilities for the goals of physicians and for medical education to be truly person centered.

scholarly journals Mechanisms linking teenage mothers’ educational attainment with self-reported health at age 50

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Julie Maslowsky ◽  
C. Emily Hendrick ◽  
Haley Stritzel
Keyword(s):  
Educational Attainment ◽  
Well Being ◽  
The United States ◽  
Social Determinant ◽  
Early Childbearing ◽  
Partner Characteristics ◽  
Higher Educational Attainment ◽  
The Life Course ◽  
Social Determinant Of Health

Abstract Background Early childbearing is associated with adverse health and well-being throughout the life course for women in the United States. As education continues to be a modifiable social determinant of health after a young woman gives birth, the association of increased educational attainment with long-term health for women who begin childbearing as teenagers is worthy of investigation. Methods Data are from 301 mothers in the National Longitudinal Survey of Youth 1979 who gave birth prior to age 19. We estimated path models to assess women’s incomes, partner characteristics, and health behaviors at age 40 as mediators of the relationship between their educational attainment and self-rated general health at age 50. Results After accounting for observed background factors that select women into early childbearing and lower educational attainment, higher levels of education (high school diploma and GED attainment vs. no degree) were indirectly associated with higher self-rated health at age 50 via higher participant income at age 40. Conclusions As education is a social determinant of health that is amenable to intervention after a teen gives birth, our results are supportive of higher educational attainment as a potential pathway to improving long-term health outcomes of women who begin childbearing early.

scholarly journals Academic relationships between Hungarian professors and the Second Vienna Medical School

2021 ◽  
Author(s):  
Béla Szende ◽  
Attila Zalatnai
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Doctors ◽  
Surgical Department ◽  
Treatment And Prevention ◽  
Obstetrics And Gynaecology ◽  
Practice Of Medicine ◽  
Vienna Medical School ◽  
The University ◽  
The Impact

SummaryThis article discusses the impact of the ‘second’ Vienna Medical School, hallmarked by Karl Rokitansky, Joseph Skoda and Ferdinand Hebra, on the study and practice of medicine in Hungary. Six medical doctors’ lives and achievements are outlined, who formed a bridge between Vienna and Budapest through their studies and work. Four of them returned to Hungary and promoted the cause of medicine and medical education there. Lajos Arányi (1812–1877) founded in 1844 the Institute of Pathology at the University of Pest. János Balassa (1814–1868) took the Chair of the Surgical Department. Ignaz Philip Semmelweis (1818–1865), the ‘Saviour of Mothers’, received a position at the Department of Obstetrics and Gynaecology in Vienna in 1846. Gustav Scheuthauer (1832–1894) became Arányi’s successor. Each of them continued to keep contact with their tutors in Vienna, especially with Karl Rokitansky, and followed the clinicopathological conception pioneered by the Vienna Medical School regarding diagnostics, treatment and prevention of diseases. Two physicians remained in Vienna: Mór Kaposi (1837–1902), who became known worldwide posthumously due to the connection between Kaposi’s sarcoma and AIDS, was the director of the Department of Dermatology of the Vienna University in 1878. Salomon Stricker (1837–1898) undertook the leadership of the Department of General and Experimental Pathology in 1872.

scholarly journals Conceptual causal models of socioeconomic status, family structure, family functioning and their role in public health

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Frederik Booysen ◽  
Ferdi Botha ◽  
Edwin Wouters
Keyword(s):  
Public Health ◽  
Socioeconomic Status ◽  
Family Functioning ◽  
Family Structure ◽  
Empirical Studies ◽  
Social Determinant ◽  
Causal Models ◽  
Family Socioeconomic Status ◽  
The Family ◽  
Social Determinant Of Health

AbstractSocial determinants of health frameworks are standard tools in public health. These frameworks for the most part omit a crucial factor: the family. Socioeconomic status moreover is a prominent social determinant of health. Insofar as family functioning is poorer in poor families and family structure and functioning are linked to health, it is critical to consider the pathways between these four constructs. In this correspondence, we reflect on how empirical studies of this conceptual nexus mirror two causal models. We conclude by reflecting on future directions for research in this field.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals Reactions to Diversity: Using Theater to Teach Medical Students about Cultural Diversity

2016 ◽  
Vol 3 ◽  
pp. JMECD.S37986 ◽  
Author(s):  
Kimberley D Ivory ◽  
Paul Dwyer ◽  
Georgina Luscombe
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Diversity Training ◽  
Social Determinant ◽  
Cultural Humility ◽  
Future Health ◽  
Perceptions And Attitudes ◽  
Interactive Exercises ◽  
Social Determinant Of Health

Training medical students to understand the effects of culture and marginalization on health outcomes is important to the future health of increasingly diverse populations. We devised and evaluated a short training module on working with diversity to challenge students’ thinking about the role of both patient and practitioner culture in health outcomes. The workshop combined didactic teaching about culture as a social determinant of health using the cultural humility model, interactive exercises, and applied theater techniques. We evaluated changes in the students’ perceptions and attitudes over time using the Reaction to Diversity Inventory. There was initial significant improvement. Women and students with no past diversity training responded best. However, scores largely reverted to baseline over 12 months.

scholarly journals How Service Learning Can Impact Medical Students’ Perceptions of Social Responsibility

2021 ◽  
Vol 8 (2) ◽  
pp. p1
Author(s):  
Sherry A. McDonald ◽  
Chris Cale Cale ◽  
Sunddip Panesar-Aguilar ◽  
Michelle McCraney
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Social Responsibility ◽  
Community Integration ◽  
Research Question ◽  
Educational Method ◽  
Liaison Committee ◽  
Practice Of Medicine ◽  
Eye Opening

As criticism intensifies regarding healthcare disparities, the Liaison Committee for Medical Education has added accrediting standards mandating Service Learning (SL) in their curriculum. SL is a viable educational method to enhance social responsibility and other elements of professional identity. The problem of implementing highly effective SL projects in medical education was addressed in this study. Kiely’s model of transformational SL was used in this basic qualitative study to examine 10 medical students’ experiences during an SL project. The research question for the study was focused on the students’ descriptions of their experiences to understand how they perceived changes in themselves resulting from participation in SL. Findings from the data collected with semistructured interviews indicated that medical students described SL experiences as beneficial for community integration, educating others, and gratification. They expressed disappointment that they did not know the results of their projects. They related SL experiences that were eye-opening for them and stated that SL influenced their development of compassion as well as their intent to serve their community in their future practice of medicine. The resulting research study consisted of a curriculum plan for a required, credit-bearing SL project. The research contributes to positive social change by the intentional design of a transformative SL curriculum to foster social responsibility development.

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