Advocacy for Health Justice: An Innovative Pilot Course for MD and Master of Public Policy Students.
Problem: U.S. medical schools are searching for ways to address issues of health justice in undergraduate medical education. Physicians have not typically received training in how to be effective advocates for systemic change and individuals in policy fields are not usually equipped to understand th...
| Publicado en: | Teaching & Learning in Medicine Vol. 36; no. 2; pp. 198 - 211 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr/May2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176352223&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176352223 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10401334 7N0 jtl: Teaching & Learning in Medicine issn: 10401334 maglogo: N pubinfo: dt: Apr/May2024 vid: 36 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 176352223 160782718 176352223 176352223 10.1080/10401334.2022.2155169 176352223 ppf: 198 ppct: 13 formats: tig: atl: Advocacy for Health Justice: An Innovative Pilot Course for MD and Master of Public Policy Students. aug: au: Hallowell, Ronan Saluja, Sonali Lewis, LaVonna Novak, Daniel A. Valentine, Wenonah Batch, Eric Clayton Johnson, Mark-Anthony Bluthenthal, Ricky N. Cousineau, Michael R. Ben-Ari, Ron affil: Keck School of Medicine, University of Southern California, Los Angeles, California, USA sug: subj: Consumer Advocacy Public Policy Social Justice Students, Undergraduate Education, Medical Course Evaluation Human Collaboration Public Health Funding Source Education, Health Sciences Faculty, Medical Learning Methods Curriculum Interviews Focus Groups Multidisciplinary Care Team American Medical Association Faculty Role Health Personnel Health Inequities Community Health Services Interprofessional Relations Education, Interdisciplinary ab: Problem: U.S. medical schools are searching for ways to address issues of health justice in undergraduate medical education. Physicians have not typically received training in how to be effective advocates for systemic change and individuals in policy fields are not usually equipped to understand the complex issues of health science and their intersection with the health system and society. To address this gap, medical school faculty partnered with school of public policy faculty on a collaborative learning model that engaged MD and Master of Public Policy students together to strengthen their collective knowledge of the healthcare landscape, and to build skills to work for health justice. Intervention: We hypothesized that pairing medical students with public policy students to learn about the intersections of health justice and advocacy could enhance the efficacy of each group and provide a new model of collaboration between medical and policy professionals. The students collaborated on a health justice advocacy project through which they provided consultation to an established community organization. Context: The 8-week course took place in the spring of 2021 in Los Angeles, California. Due to Covid-19 the course was taught online and included asynchronous learning modules and live Zoom sessions. The project also served as a pilot for the post-clerkship phase of a new longitudinal health justice curriculum for MD students that launched in August 2021. Impact: Analysis of student work products, course evaluations, partner interviews, and student focus groups showed that students valued learning through their interdisciplinary collaborative work which gave them new perspectives on health justice issues. The community partners indicated that the students consultative work products were useful for their initiatives, and that they found working with MD and MPP students to be a valuable way to think about how to build stronger and more inclusive coalitions to advocate for health justice. This project has the potential for national impact as it aligns with the Association of American Medical Colleges' renewed focus on the responsibility of academic medicine to partner with communities for health justice. The project also contributed to the national conversation on how to align health systems science education with the aims of health justice through our participation in the American Medical Association Accelerating Change in Medical Education Consortium. Lessons Learned: Leveraging faculty relationships with community partners was crucial for developing meaningful projects for students. Cultivating and expanding community partner networks is necessary to sustain and scale up this type of intervention. Centering the needs of communities and supporting their on-going work for health justice is essential for becoming an effective advocate. Learning communities that bring interdisciplinary students, healthcare providers, policy professionals, and community partners together to learn from one another can create key opportunities for ameliorating health inequities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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