Format

Send to

Choose Destination
Public Health. 2018 Mar 28. pii: S0033-3506(18)30086-6. doi: 10.1016/j.puhe.2018.02.026. [Epub ahead of print]

Can non-clinical community placements enhance medical students' understanding of the social determinants of ill health?

Author information

1
Leeds Institute of Health Sciences, University of Leeds, UK; Public Health England, Yorkshire & Humber Centre, Leeds, UK.
2
Center for Health and the Social Sciences, University of Chicago, USA; Department of Population Health, Azrieli Faculty of Medicine, Bar-Ilan University, Israel. Electronic address: sivan.spitzer-shohat@biu.ac.il.
3
Leeds Institute of Health Sciences, University of Leeds, UK.
4
Department of Population Health, Azrieli Faculty of Medicine, Bar-Ilan University, Israel.

Abstract

OBJECTIVES:

Teaching the social determinants of health using classroom methods and medical settings is not effectual, yet few institutions require students to undertake placements in non-clinical settings. We sought to understand through qualitative investigation how non-clinical community placements contributed to students' understanding of health disparities.

STUDY DESIGN:

Qualitative methods.

METHODS:

Semistructured interviews with eight purposively selected students and a focus group were conducted by an independent, non-medical and non-religiously affiliated researcher. A thematic analysis elicited key themes and findings.

RESULTS:

On analysis, students valued the placements, reporting a greater understanding of and empathy for the needs of people from marginalised socio-economic, cultural and ethnic groups. Some believed this was better gained in non-clinical settings where doctor-patient barriers were absent.

CONCLUSIONS:

Non-clinical community placements may provide a special opportunity to teach health determinants and cultural competence to medical students.

KEYWORDS:

Cultural competence; Medical education; Medical student placements; Non-clinical placements; Social determinants

PMID:
29605082
DOI:
10.1016/j.puhe.2018.02.026

Supplemental Content

Full text links

Icon for Elsevier Science
Loading ...
Support Center