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...

Full description

Saved in:
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
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3
cites cdi_FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3
container_end_page 744
container_issue 4
container_start_page 735
container_title Medical science educator
container_volume 27
creator Rabinowitz, Molly R.
Prestidge, Melanie
Kautz, Glenn
Bohnett, Mary Clare
Racicot, Mariah J. A.
Beam, Michelle
Muller, Brianna M.
Zaman, Atif
description 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  
doi_str_mv 10.1007/s40670-017-0486-1
format article
fullrecord <record><control><sourceid>crossref_sprin</sourceid><recordid>TN_cdi_crossref_primary_10_1007_s40670_017_0486_1</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>10_1007_s40670_017_0486_1</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3</originalsourceid><addsrcrecordid>eNp9UMtuAjEMjKpWKqJ8QG_5gbTObrIJR4T6kuhDAs5RCM4WBLso2UXi72tEDz3VF1sez8gzjN1LeJAA5jErqAwIkEaAspWQV2xQSF0JW2m4_jPfslHOW6DSykoFA1ZPcsac99h0vI3c8y_EJBa-r787Pu9SH7o--R2ftvsDdtiEE419yshjm_g7rjeB0HnXr0kh82XeNDWpfLRHpHWfjnjii7bd3bGb6HcZR799yJbPT4vpq5h9vrxNJzMRCiiliGYMygSvfLAlkCEd9cpWsC4AxgFwHItKEVCuSuWRbkobtdFGelQ2GCyHTF50Q2pzThjdIW32Pp2cBHcOy13CcqTtzmE5SZziwsl029SY3JYsNvTmP6Qfv3tsMg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool</title><source>Springer Link</source><creator>Rabinowitz, Molly R. ; Prestidge, Melanie ; Kautz, Glenn ; Bohnett, Mary Clare ; Racicot, Mariah J. A. ; Beam, Michelle ; Muller, Brianna M. ; Zaman, Atif</creator><creatorcontrib>Rabinowitz, Molly R. ; Prestidge, Melanie ; Kautz, Glenn ; Bohnett, Mary Clare ; Racicot, Mariah J. A. ; Beam, Michelle ; Muller, Brianna M. ; Zaman, Atif</creatorcontrib><description><![CDATA[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  < 0.01). They reported higher levels of comfort addressing structural issues in patient care, including “coming up with a treatment plan which takes into account any structural issues in a patient’s life” ( p  < 0.01). Student attitudes changed significantly, including a decrease in perceived importance of genetics in determining health and health disparities ( p  < 0.01), relative to factors like zip code ( p  < 0.01), voting ( p  < 0.01), and housing stability ( p  < 0.01). Conclusion Medical students perceived an improvement in knowledge, skills, and attitudes regarding application of structural thinking and practices to patient care, after a peer-taught course. Peer-taught structural competency instruction can be effective and should be implemented to train health professional students in understanding and addressing health disparities using systems-level thinking.]]></description><identifier>ISSN: 2156-8650</identifier><identifier>EISSN: 2156-8650</identifier><identifier>DOI: 10.1007/s40670-017-0486-1</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Education ; Medical Education ; Original Research</subject><ispartof>Medical science educator, 2017-12, Vol.27 (4), p.735-744</ispartof><rights>International Association of Medical Science Educators 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3</citedby><cites>FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Rabinowitz, Molly R.</creatorcontrib><creatorcontrib>Prestidge, Melanie</creatorcontrib><creatorcontrib>Kautz, Glenn</creatorcontrib><creatorcontrib>Bohnett, Mary Clare</creatorcontrib><creatorcontrib>Racicot, Mariah J. A.</creatorcontrib><creatorcontrib>Beam, Michelle</creatorcontrib><creatorcontrib>Muller, Brianna M.</creatorcontrib><creatorcontrib>Zaman, Atif</creatorcontrib><title>Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool</title><title>Medical science educator</title><addtitle>Med.Sci.Educ</addtitle><description><![CDATA[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  < 0.01). They reported higher levels of comfort addressing structural issues in patient care, including “coming up with a treatment plan which takes into account any structural issues in a patient’s life” ( p  < 0.01). Student attitudes changed significantly, including a decrease in perceived importance of genetics in determining health and health disparities ( p  < 0.01), relative to factors like zip code ( p  < 0.01), voting ( p  < 0.01), and housing stability ( p  < 0.01). Conclusion Medical students perceived an improvement in knowledge, skills, and attitudes regarding application of structural thinking and practices to patient care, after a peer-taught course. Peer-taught structural competency instruction can be effective and should be implemented to train health professional students in understanding and addressing health disparities using systems-level thinking.]]></description><subject>Education</subject><subject>Medical Education</subject><subject>Original Research</subject><issn>2156-8650</issn><issn>2156-8650</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNp9UMtuAjEMjKpWKqJ8QG_5gbTObrIJR4T6kuhDAs5RCM4WBLso2UXi72tEDz3VF1sez8gzjN1LeJAA5jErqAwIkEaAspWQV2xQSF0JW2m4_jPfslHOW6DSykoFA1ZPcsac99h0vI3c8y_EJBa-r787Pu9SH7o--R2ftvsDdtiEE419yshjm_g7rjeB0HnXr0kh82XeNDWpfLRHpHWfjnjii7bd3bGb6HcZR799yJbPT4vpq5h9vrxNJzMRCiiliGYMygSvfLAlkCEd9cpWsC4AxgFwHItKEVCuSuWRbkobtdFGelQ2GCyHTF50Q2pzThjdIW32Pp2cBHcOy13CcqTtzmE5SZziwsl029SY3JYsNvTmP6Qfv3tsMg</recordid><startdate>20171201</startdate><enddate>20171201</enddate><creator>Rabinowitz, Molly R.</creator><creator>Prestidge, Melanie</creator><creator>Kautz, Glenn</creator><creator>Bohnett, Mary Clare</creator><creator>Racicot, Mariah J. A.</creator><creator>Beam, Michelle</creator><creator>Muller, Brianna M.</creator><creator>Zaman, Atif</creator><general>Springer US</general><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20171201</creationdate><title>Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool</title><author>Rabinowitz, Molly R. ; Prestidge, Melanie ; Kautz, Glenn ; Bohnett, Mary Clare ; Racicot, Mariah J. A. ; Beam, Michelle ; Muller, Brianna M. ; Zaman, Atif</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Education</topic><topic>Medical Education</topic><topic>Original Research</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rabinowitz, Molly R.</creatorcontrib><creatorcontrib>Prestidge, Melanie</creatorcontrib><creatorcontrib>Kautz, Glenn</creatorcontrib><creatorcontrib>Bohnett, Mary Clare</creatorcontrib><creatorcontrib>Racicot, Mariah J. A.</creatorcontrib><creatorcontrib>Beam, Michelle</creatorcontrib><creatorcontrib>Muller, Brianna M.</creatorcontrib><creatorcontrib>Zaman, Atif</creatorcontrib><collection>CrossRef</collection><jtitle>Medical science educator</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rabinowitz, Molly R.</au><au>Prestidge, Melanie</au><au>Kautz, Glenn</au><au>Bohnett, Mary Clare</au><au>Racicot, Mariah J. A.</au><au>Beam, Michelle</au><au>Muller, Brianna M.</au><au>Zaman, Atif</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool</atitle><jtitle>Medical science educator</jtitle><stitle>Med.Sci.Educ</stitle><date>2017-12-01</date><risdate>2017</risdate><volume>27</volume><issue>4</issue><spage>735</spage><epage>744</epage><pages>735-744</pages><issn>2156-8650</issn><eissn>2156-8650</eissn><abstract><![CDATA[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  < 0.01). They reported higher levels of comfort addressing structural issues in patient care, including “coming up with a treatment plan which takes into account any structural issues in a patient’s life” ( p  < 0.01). Student attitudes changed significantly, including a decrease in perceived importance of genetics in determining health and health disparities ( p  < 0.01), relative to factors like zip code ( p  < 0.01), voting ( p  < 0.01), and housing stability ( p  < 0.01). Conclusion Medical students perceived an improvement in knowledge, skills, and attitudes regarding application of structural thinking and practices to patient care, after a peer-taught course. Peer-taught structural competency instruction can be effective and should be implemented to train health professional students in understanding and addressing health disparities using systems-level thinking.]]></abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s40670-017-0486-1</doi><tpages>10</tpages></addata></record>
fulltext fulltext
identifier ISSN: 2156-8650
ispartof Medical science educator, 2017-12, Vol.27 (4), p.735-744
issn 2156-8650
2156-8650
language eng
recordid cdi_crossref_primary_10_1007_s40670_017_0486_1
source Springer Link
subjects Education
Medical Education
Original Research
title Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-30T20%3A06%3A32IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-crossref_sprin&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Assessment%20of%20a%20Peer-Taught%20Structural%20Competency%20Course%20for%20Medical%20Students%20Using%20a%20Novel%20Survey%20Tool&rft.jtitle=Medical%20science%20educator&rft.au=Rabinowitz,%20Molly%20R.&rft.date=2017-12-01&rft.volume=27&rft.issue=4&rft.spage=735&rft.epage=744&rft.pages=735-744&rft.issn=2156-8650&rft.eissn=2156-8650&rft_id=info:doi/10.1007/s40670-017-0486-1&rft_dat=%3Ccrossref_sprin%3E10_1007_s40670_017_0486_1%3C/crossref_sprin%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c2031-f79047ca4ac8300175f5b860d2009c0e9f2643003b34aec8338f57571ae48c7e3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true