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A Faculty Development Graduate Medical Education Retreat to Teach and Address Social Determinants of Health.

ABSTRACT: Background:Social determinants of health (SDH) account for a large percentage of health outcomes. Therefore, ensuring providers can address SDH is paramount yet curricula in this area is limited. Aim:The authors aimed to raise awareness, identify learning opportunities, foster positive attitudes, and equip educators to implement SDH curriculum. Setting and participants:This retreat occurred at a large academic institution and had over 130 participants who represented 56 distinct training programs and over 20 disciplines. Program description:The retreat was titled "Social Determinants of Health: Walking in Your Patients' Shoes." The retreat was holistic and used a multidimensional approach that included traditional learning, team-based learning, reflective practice, and prompted action. Program evaluation:The evaluation of this retreat included electronic surveys and both qualitative and quantitative data. The retreat's quality and effectiveness at improving participants' knowledge and skill in addressing SDH was highly rated and resulted in numerous programs, including surgical and subspecialty programs reporting adopting SDH curricular and clinical workflow changes. Discussion:The retreat was successful and reached a wide and diverse set of faculty educators and can serve as an education model to the graduate medical education community on how to start to develop "physician-citizens."

SUBMITTER: Martinez J

PROVIDER: S-EPMC7232116 | biostudies-literature | 2020 Jan-Dec

REPOSITORIES: biostudies-literature

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A Faculty Development Graduate Medical Education Retreat to Teach and Address Social Determinants of Health.

Martinez Johanna J Fornari Alice A VanHuse Venice V Fried Ethan E Uwemedimo Omolara T OT Kim Eun Ji EJ Conigliaro Joseph J Yacht Andrew C AC

Journal of medical education and curricular development 20200101

<h4>Background</h4>Social determinants of health (SDH) account for a large percentage of health outcomes. Therefore, ensuring providers can address SDH is paramount yet curricula in this area is limited.<h4>Aim</h4>The authors aimed to raise awareness, identify learning opportunities, foster positive attitudes, and equip educators to implement SDH curriculum.<h4>Setting and participants</h4>This retreat occurred at a large academic institution and had over 130 participants who represented 56 dis ...[more]

PMID: 32478171

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Project description:ObjectivesThe Medical Education Research Certificate at the Council of Residency Directors in Emergency Medicine (MERC at CORD), a specialized adaptation of the Association of American Medical Colleges MERC program, provides faculty development in education research in emergency medicine. However, its long-term influence on career development remains unknown. Our study explored the impact of MERC at CORD on career development through the lens of social cognitive career (SCC) theory.MethodsThis was a prospective qualitative study using a constructivist/interpretivist paradigm to assess long-term career development outcomes. A purposeful randomized stratified sampling strategy of MERC at CORD graduates (2011-2014) ensured diversity of representation (sex, region, number of research publications, and project group leadership). Subjects were invited by e-mail to participate in semistructured phone interviews. Thematic analysis by two independent reviewers followed an iterative process until saturation was reached.ResultsTwelve graduates were interviewed. All engaged with MERC at CORD early in their careers with minimal previous education research experience. Currently, all hold medical education leadership positions. Graduates had a mean of 19.3 publications (range = 9-43). Themes explaining reasons for participating in MERC at CORD include: desire for education research skills, recommendation of mentors/colleagues, and accessibility. Themes citing the program's value to career development include networking/collaboration, mentorship, informational framework to build upon, and the application of theoretical knowledge through experiential learning. MERC at CORD impacted career development aligning with the core domains of SCC theory including self-efficacy, outcome expectations, and goals.ConclusionMERC at CORD enhanced the long-term career development of participants by providing a core knowledge framework in a mentored, experiential learning environment. Participants identified themes aligned with SCC theory as influential in their long-term career advancement in medical education including the development of education research skills, successful completion of education research, career acceleration, promotion, niche development, and formulation of professional goals.

Dataset Information

A Faculty Development Graduate Medical Education Retreat to Teach and Address Social Determinants of Health.

Publications

A Faculty Development Graduate Medical Education Retreat to Teach and Address Social Determinants of Health.

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