Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool

Background Structural competency is an emerging framework for teaching health disparities from a systems-level perspective. A group of medical students piloted a peer-taught course on applying structural competency to patient care. Measuring the impact of educational innovations is critical, yet no...

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Bibliographic Details
Published in:Medical science educator 2017-12, Vol.27 (4), p.735-744
Main Authors: Rabinowitz, Molly R., Prestidge, Melanie, Kautz, Glenn, Bohnett, Mary Clare, Racicot, Mariah J. A., Beam, Michelle, Muller, Brianna M., Zaman, Atif
Format: Article
Language:English
Subjects:
Education
Medical Education
Original Research
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Summary:Background Structural competency is an emerging framework for teaching health disparities from a systems-level perspective. A group of medical students piloted a peer-taught course on applying structural competency to patient care. Measuring the impact of educational innovations is critical, yet no literature quantitatively assessing structural competency curricula currently exists for the medical school setting. Methods Students adapted an existing cultural competency assessment instrument to create the Clinical Structural Competency Questionnaire, a 52-item Likert-based survey tool. This tool was used to assess students’ self-reported knowledge, skills, and attitudes before, immediately after, and 6 months after the course. Data were analyzed using the Wilcoxon signed-rank test. Results Response proportion immediately after the course was 84% ( n  = 114). Of these, 34% ( n  = 39) could be matched for all survey time-points. Students reported increases in knowledge of structural competency ( p  
ISSN:2156-8650
2156-8650
DOI:10.1007/s40670-017-0486-1