Bridging Classroom Learning and Clinical Practice: A Model for Teaching Structural Competency in the Clinical...

Area of Science:

• Medical Education
• Public Health
• Health Disparities

Background:

• Structural competency is crucial for health professional students to understand social and structural drivers of health (SSDoH).
• Existing curricula are often classroom-based, with a need for practical, clinical application.
• Students seek real-world experiences to practice identifying and addressing SSDoH.

Purpose of the Study:

• To develop and evaluate an innovative curriculum, the Structural Influence of Health Project, for third-year medical students.
• To provide opportunities for students to apply structural competency in real-world clinical contexts.
• To enhance students' understanding of the social and structural factors impacting patient health.

Main Methods:

• Implementation of the Structural Influence of Health Project within the Family Medicine Clerkship.
• Combination of didactic seminars, interprofessional home visits, and faculty-led debriefs.
• Pre- and post-surveys administered to 125 medical students, with 90 providing qualitative feedback.

Main Results:

• Students demonstrated a significantly improved ability to identify social and structural contributors to patient health.
• Experiential learning, particularly home visits, was highly valued for applying SSDoH concepts.
• Students suggested a greater focus on patient-centeredness, actionable solutions, and expanded topic coverage.

Conclusions:

• The developed curriculum effectively enhances students' structural competency and identification of SSDoH.
• Experiential learning is vital for translating theoretical knowledge into clinical practice.
• Future curriculum development should incorporate patient-centered approaches, practical solutions, and broader topic inclusion.