Assessment and Evaluation in Social Determinants of Health Education: a National Survey of US Medical Schools and Physician Assistant Programs

• Published in: Journal of general internal medicine : JGIM 2022-07, Vol.37 (9), p.2180-2186
• Main Authors: Campbell, Mobola, Liveris, Marissa, Caruso Brown, Amy E., Williams, Anna-Leila, Ngongo, Wivine, Persell, Stephen, Mangold, Karen A., Adler, Mark D.
• Format: Article
• Language: English
• Subjects: Best practice; Education; Heterogeneity; Internal Medicine; Medical schools; Medicine; Medicine & Public Health; Original Research; Physician assistants; Polls & surveys; Program evaluation; Schools; Surveys; Training
• ISSN: 0884-8734; 1525-1497
• DOI: 10.1007/s11606-022-07498-1

Background Social determinants of health (SDOH) curricular content in medical schools and physician assistant programs are increasing. However, there is little understanding of current practice in SDOH learner assessment and program evaluation, or what the best practices are. Objective Our study aim was to describe the current landscape of assessment and evaluation at US medical schools and physician assistant programs as a first step in developing best practices in SDOH education. Design We conducted a national survey of SDOH educators from July to December 2020. The 55-item online survey covered learner assessment methods, program evaluation, faculty training, and barriers to effective assessment and evaluation. Results were analyzed using descriptive statistics. Participants One hundred six SDOH educators representing 26% of medical schools and 23% of PA programs in the USA completed the survey. Key Results Most programs reported using a variety of SDOH learner assessment methods. Faculty and self were the most common assessors of learners’ SDOH knowledge, attitudes, and skills. Common barriers to effective learner assessment were lack of agreement on “SDOH competency” and lack of faculty training in assessment. Programs reported using evaluation results to refine curricular content, identify the need for new content, and improve assessment strategies. Conclusions We identified a heterogeneity of SDOH assessment and evaluation practices among programs, as well as gaps and barriers in their educational practices. Specific guidance from accrediting bodies and professional organizations and agreement on SDOH competency as well as providing faculty with time, resources, and training will improve assessment and evaluation practice and ensure SDOH education is effective for students, patients, and communities.