A Framework for Educating Health Professionals to Address the Social Determinants of Health (2016) / Chapter Skim
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2 Educating Health Professionals to Address the Social Determinants of Health in and with Communities
2 Educating Health Professionals to Address the Social Determinants of Health in and with Communities
Pages 33-52
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From page 33... ...
This chapter describes one such model -- community- riented primary care -- as well as long-standing networks and o partnerships and lessons learned about educating health professionals to understand the broader construct of health systems. Also described is problem-based learning, a tool for offering innovative education that can develop critical thinking and drive a desire for continued learning about the social deter inants of health.
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From page 34... ...
Some programs that tout learning activities addressing the social determinants of health in reality provide only segments of a curriculum -- for example, teaching statistics about health disparities in isolation, offering community service projects with no contextual framing or opportunities for reflection, providing only classroom education with no experiential component, and offering educational opporunities for learning about health disparities only in clinical (not t community) settings (Cené et al., 2010; Chokshi, 2010)
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From page 35... ...
The Healthy People 2020 and related websites highlight the importance of addressing the social determinants of health and including prevention and population health content in health professionals' education (APTR, 2016; HHS, 2016a,b,c)
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From page 36... ...
• All of the programs emphasized the relationship between individual and population health, which typically included a local socio economic perspective. • Interventions and strategies are meaningless unless they match local needs and conditions.
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From page 37... ...
, is the Ministry of Health strategy for promoting teachingservice-community integration by creating working groups of teachers, undergraduate students, and health professionals for interprofessional education and practice (Bollela et al., 2015)
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From page 38... ...
. To align education with health and workforce needs, the Cuban Ministries of Education, Higher Education, and Public Health all take responsibility for training health professionals.
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From page 39... ...
. Examples from social work education include efforts to build community partnerships (Mokuau et al., 2008; Wertheimer et al., 2004)
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From page 40... ...
It is run through the university's Office of the Vice President for Community Health, which collaborates with the New Mexico Department of Health to develop county health report cards. The report cards provide data on leading causes of morbidity and mortality, as well as information on the health workforce, community planning priorities, and the center's programs.
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From page 41... ...
. However, information on courses designed to educate health professional learners about translating public health science into policy action is incomplete and limited (Pandey et al., 2012)
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From page 42... ...
It is the particular situation that dictates who will be engaged, and the players themselves will determine how best to manage the collaboration. For example, the Nursing Workforce Diversity Program of the Health Equity Academy at Duke University, described in Box 2-2, includes a partnership between program administrators and social workers.
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From page 43... ...
INDEPTH is an international network of demographic research institutions whose mission is to "harness the collective potential of the world's community-based longitudinal demographic surveillance initiatives in low and middle income countries to provide a better understanding of health and social issues and to encourage the application of this understanding to alleviate major health and social problems" (INDEPTH Network, n.d.)
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From page 44... ...
strengthen the ex tent to which the Accelerated Bachelors of Science in Nursing (ABSN) curriculum prepares graduates who fully understand, appreciate, and are committed to ad dressing the interrelationships between and among social determinants of health, health access, and health disparities (health equity concepts)
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From page 45... ...
• Other components include journaling to encourage reflection and a bud geting program to minimize financial barriers. Additional strategies to influence awareness, understanding, and commit ment to health equity concepts among nursing faculty and communities of interest are provided through a Health Equity Colloquium.
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From page 46... ...
Another example is Medical Education Cooperation with Cuba's Community Partnerships for Health Equity. This program provides learning opporutnities for health profesionals to experience Cuba's community-engaged health and education system, and then adapt aspects of that model to improve health and health equity in communities in the United States (MEDICC, 2016)
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From page 47... ...
. Presented at the open session meeting of the Committee on Educating Health Professionals to Address the Social Determinants of Health.
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From page 48... ...
2010. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world.
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Pre sented at the open session meeting of the Committee on Educating Health Professionals to Address the Social Determinants of Health. Washington, DC, September 15.
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1989. A collaboration between two innovative medical education programmes in Egypt and the United States.
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From page 51... ...
2015. Service learning: A vehicle for building health equity and eliminating health disparities.
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