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Pages 1-18

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From page 1...
... PURPOSE OF THIS STUDY Educating health professionals about the social determinants of health generates awareness of the potential root causes of ill health and the importance of addressing them in and with communities. The individual 1
From page 2...
... DEFINING HEALTH PROFESSIONALS Health professionals are classified and defined in the International Labour Organization's International Standard Classification of Occupations, which is accepted and used by WHO as the reference for its policy resolutions and technical guidelines. While this list does not capture the full breadth of professions making up the health workforce, it does illustrate the point that health professionals are not a homogeneous group.
From page 3...
... As they progress though their educational programs and their careers, health professionals can gain greater understanding of the social determinants of health and how to partner within and outside of the health sector and with communities through formal and informal continuing professional development. While creating lifelong learners is frequently seen as starting with admission into a health professional program, in reality the process starts long before that and continues well beyond retirement (CEU, 2002; Perels et al., 2009)
From page 4...
... A UNIFYING FRAMEWORK The committee's review of the salient literature supports the need for a holistic, consistent, and coherent framework that can align the education, health, and other sectors, in partnership with communities, to educate health professionals in the social determinants of health. The outcome of such an education framework would differ based on the learner's position within the education continuum, from foundational (where the emphasis would be on broad exposure of students to and understanding of the social determinants of health)
From page 5...
... Ideally, they would be drawn from diverse communities. One high-level assessment of health professional education posits that enlightened change agents are produced through transformative learning (Frenk et al., 2010)
From page 6...
... Lifelong learning is situated in the center of the framework, emphasizing its importance in the educational pathway of health professionals toward understanding and addressing the social determinants of health. Each of the three domains and its primary components are discussed in the sections below.
From page 7...
... A desired outcome for health professional students in the early stages of professional education would be to demonstrate an understanding of how social, political, and economic factors determine the health and health outcomes of individuals, communities, and populations. For clinical faculty, the outcome would be to demonstrate an understanding of how the social determinants of health are incorporated into clinical care.
From page 8...
... To demonstrate effective implementation of the framework, health professional educators should • publish literature on analyses of and lessons learned from curricula that offer learning opportunities that are responsive to the evolving needs and assets of local communities; and • document case studies of health professional advocacy using a health-in-all-policies approach.3 Community Partnerships with communities are an essential part of educating health professionals in the social determinants of health. Three domain components would move education in this direction (see Box S-2)
From page 9...
... And while applications and admissions of such candidates may increase, equal emphasis on retaining them once they have been accepted into a program is essential, as is recruiting and retaining faculty from similarly underserved communities. Recommendation 2: To prepare health professionals to take action on the social determinants of health in, with, and across communities, health professional and educational associations and organizations at the global, regional, and national levels should apply the concepts embodied in the framework in partnering with communities to increase the inclusivity and diversity of the health professional student body and faculty.
From page 10...
... To implement this recommendation, national governments, individual ministries, and health professional and educational associations and organizations should review, map, and align their educational and professional vision, mission, and standards to include the social determinants of health as described in the framework. The following actions would demonstrate organizational support for enhancing competency for addressing the social determinants of health: BOX S-3 Components of the Organization Domain Vision for and commitment to education in the social determinants of health • Policies, strategies, and program reviews • Resources • Infrastructure • Promotion/career pathways Supportive organizational environment • Transformative learning • Dissemination of pedagogical research • Faculty development/continuing professional development
From page 11...
... Communities and the future health workforce are influenced by the structural and intermediary determinants that form the environment for educating health professionals in the social determinants of health. Positioned in the center of the model is the committee's framework.
From page 12...
... FIGURE S-2  Conceptual model for strengthening health professional education in the social determinants of health. NOTE: SDH = social determinants of health.
From page 13...
... BUILDING THE EVIDENCE BASE While numerous articles describe student activities within communities to address the social determinants of health, few publications offer evidence beyond student outcomes for analyzing the value to communities of such health professional education. The gap is due in part to a lack of well-established methods for conducting such an analysis.
From page 14...
... And while a recommendation on funding is beyond the mandate and expertise of this committee, the following points are offered as considerations for future explorations of this topic. First is the recognition that governments and ministries have the power to direct health professional education, and power brokers who control major resources within academic health centers and hospitals also have an important role in addressing the social determinants of health.
From page 15...
... If these activities build the evidence base for interventions that educate students while benefiting communities socially and financially, those data empower students, communities, and educators to advocate for a redirection of funding. In the context of this report, such redirection could focus funds toward expanding opportunities that promote incorporation of the social determinants of health into community programs that also train current and future generations of health professionals.
From page 16...
... 2010. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world.
From page 17...
... 2011a. Rio political declaration on social determinants of health.


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