Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health
Abstract Background The specific dimensions of learners that have been impacted by educational programs related to social determinants of health (SDoH) remain unknown. This study aims to elucidate how learners are affected by postgraduate education (a single 90‐min educational session) regarding too...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2024-03-01
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| Series: | Journal of General and Family Medicine |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/jgf2.674 |
| _version_ | 1797265545938075648 |
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| author | Junki Mizumoto Hirohisa Fujikawa Masashi Izumiya Shoko Horita Masato Eto |
| author_facet | Junki Mizumoto Hirohisa Fujikawa Masashi Izumiya Shoko Horita Masato Eto |
| author_sort | Junki Mizumoto |
| collection | DOAJ |
| description | Abstract Background The specific dimensions of learners that have been impacted by educational programs related to social determinants of health (SDoH) remain unknown. This study aims to elucidate how learners are affected by postgraduate education (a single 90‐min educational session) regarding tool‐guided clinical assessment of patients' social backgrounds. Methods A pretest‐posttest design was utilized in which residents (postgraduate year (PGY) 1 or 2) and fellows in family medicine (PGY over 3) were recruited. Likert‐type questions were developed based on previous qualitative findings. Participants answered these questions before, immediately after, and 1.5 months after the educational session on tool‐guided clinical SDoH assessment. Paired‐sample t‐tests were used, and effect size was measured using Cohen's d. Results A total of 114 residents and fellows participated. After the session, participants expressed more interest in knowing their patients' social backgrounds when considering how to address their patients and were more open to embracing a pre‐established assessment framework. Participants also considered clinical skills related to SDoH as learnable and improved their attitude toward patients. They reported that they did not perform specific interventions related to SDoH within 1.5 months after the session. Unlike previous qualitative findings, their concern about the implementation of SDoH‐related practices did not increase significantly. Conclusion An educational session on tool‐guided SDoH assessment may have a positive impact on learners' attitudes related to addressing patients' social backgrounds without fostering concerns. |
| first_indexed | 2024-04-25T00:46:30Z |
| format | Article |
| id | doaj.art-8ad1af4863e2438283378e51ec626e20 |
| institution | Directory Open Access Journal |
| issn | 2189-7948 |
| language | English |
| last_indexed | 2024-04-25T00:46:30Z |
| publishDate | 2024-03-01 |
| publisher | Wiley |
| record_format | Article |
| series | Journal of General and Family Medicine |
| spelling | doaj.art-8ad1af4863e2438283378e51ec626e202024-03-12T04:51:08ZengWileyJournal of General and Family Medicine2189-79482024-03-01252879410.1002/jgf2.674Residents' learning and behavior about tool‐guided clinical assessment of social determinants of healthJunki Mizumoto0Hirohisa Fujikawa1Masashi Izumiya2Shoko Horita3Masato Eto4Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine The University of Tokyo Tokyo JapanCenter for General Medicine Education, School of Medicine Keio University Tokyo JapanDepartment of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine The University of Tokyo Tokyo JapanCenter for Medical Education, School of Medicine Teikyo University Tokyo JapanDepartment of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine The University of Tokyo Tokyo JapanAbstract Background The specific dimensions of learners that have been impacted by educational programs related to social determinants of health (SDoH) remain unknown. This study aims to elucidate how learners are affected by postgraduate education (a single 90‐min educational session) regarding tool‐guided clinical assessment of patients' social backgrounds. Methods A pretest‐posttest design was utilized in which residents (postgraduate year (PGY) 1 or 2) and fellows in family medicine (PGY over 3) were recruited. Likert‐type questions were developed based on previous qualitative findings. Participants answered these questions before, immediately after, and 1.5 months after the educational session on tool‐guided clinical SDoH assessment. Paired‐sample t‐tests were used, and effect size was measured using Cohen's d. Results A total of 114 residents and fellows participated. After the session, participants expressed more interest in knowing their patients' social backgrounds when considering how to address their patients and were more open to embracing a pre‐established assessment framework. Participants also considered clinical skills related to SDoH as learnable and improved their attitude toward patients. They reported that they did not perform specific interventions related to SDoH within 1.5 months after the session. Unlike previous qualitative findings, their concern about the implementation of SDoH‐related practices did not increase significantly. Conclusion An educational session on tool‐guided SDoH assessment may have a positive impact on learners' attitudes related to addressing patients' social backgrounds without fostering concerns.https://doi.org/10.1002/jgf2.674medical educationpostgraduate educationsocial determinants of healthsocial vital signs |
| spellingShingle | Junki Mizumoto Hirohisa Fujikawa Masashi Izumiya Shoko Horita Masato Eto Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health Journal of General and Family Medicine medical education postgraduate education social determinants of health social vital signs |
| title | Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health |
| title_full | Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health |
| title_fullStr | Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health |
| title_full_unstemmed | Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health |
| title_short | Residents' learning and behavior about tool‐guided clinical assessment of social determinants of health |
| title_sort | residents learning and behavior about tool guided clinical assessment of social determinants of health |
| topic | medical education postgraduate education social determinants of health social vital signs |
| url | https://doi.org/10.1002/jgf2.674 |
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