学习的社会决定因素:促进健康职业教育连续性的框架
Afnan Gimie1, Lindsey Mathis2, Emilie Ludeman3
1School of Medicine, University of Maryland, Baltimore, Maryland, USA.
由于学习的社会决定因素 (SDOL),医疗专业教育面临着学生多样性的困难. 解决这些非学术因素对于公平的医疗保健工作人员和改善患者护理至关重要.
科学领域:
- 医学教育
- 健康社会学
- 医疗公平
背景情况:
- 美国医疗专业课程的学生与普通人群之间存在显著的差距.
- 这种差异对医疗保健人员组成和患者护理结果产生了负面影响.
- 学习的社会决定因素 (SDOL) 被认为是导致这种教育不平等的因素.
研究的目的:
- 探索学习的社会决定因素 (SDOL) 对健康专业教育中的学生多样性的影响.
- 分析这种多样性差距对医疗保健系统和患者护理的下游影响.
- 提出可行的建议,以加强卫生专业计划中的多样性和包容性.
主要方法:
- 对医疗专业学生多样性的现有研究进行文献审查和分析.
- 检查学习的社会决定因素 (SDOL) 和它们作为促进者或障碍者的作用.
- 探讨卫生专业代表人数不足的社会影响.
主要成果:
- 学习的社会决定因素 (SDOL) 显著影响学生参与健康专业教育的能力.
- 非学术因素不成比例地影响来自种族,民族和社会经济背景的学生.
- 医疗专业教育缺乏多样性使健康差异持续存在.
结论:
- 解决学习的社会决定因素 (SDOL) 对于改善健康专业教育的多样性至关重要.
- 需要机构和个人战略来缓解SDOL的负面影响.
- 促进卫生专业的多样性对于实现健康公平和改善患者结果至关重要.
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