How can educators critically analyze the social determinants of learning and teaching in health and clinical education?

From the Guidelines

Educators can critically analyze social determinants in health and clinical education by adopting a systematic approach that examines how socioeconomic factors, cultural backgrounds, and structural inequities impact learning outcomes, as recommended by the 2024 ACC/AHA key data elements and definitions for social determinants of health in cardiology 1. This approach should begin by conducting comprehensive needs assessments that identify barriers students face, including financial constraints, language differences, and access to resources. Regularly collecting and disaggregating data on student performance across different demographic groups can help identify patterns of inequity. Implementing reflective practice through journaling and peer discussions can examine personal biases that may influence teaching approaches. Creating inclusive curricula that incorporate diverse case studies and patient scenarios representing various populations is also essential. Engaging in community mapping to understand the specific social contexts affecting students and their future patients can provide valuable insights. Establishing mentorship programs that support students from underrepresented backgrounds can help address the disparities in health and clinical education. This critical analysis matters because social determinants significantly influence both educational achievement and future clinical practice, with research showing that educators who understand these factors can better support student success and ultimately improve patient care outcomes, as highlighted in the study on health disparities in allergic and immunologic conditions in racial and ethnic underserved populations 1. Additionally, the study on clinical update: child and adolescent behavioral health care in community systems of care emphasizes the importance of cultural competence and cultural humility in addressing health disparities 1. The study on improving health equity and reducing disparities in pediatric and adolescent/young adult oncology also supports the need for a systematic approach to addressing social determinants of health in clinical education 1. By addressing these determinants systematically, educators can create more equitable learning environments that prepare clinicians to address health disparities in their practice. Some key strategies for educators include:

• Identifying and engaging with community organizations to partner for the development of team-based care to improve access to and coordination of care for underserved groups 1
• Recruiting and hiring diverse patient-facing faculty and staff to promote cultural competence and humility 1
• Implementing implicit bias and cultural competency training to increase self-awareness and reduce biases 1
• Screening for social determinants of health and addressing them in office visits, as recommended by the AAAAI committee on the underserved 1
• Creating inclusive curricula that incorporate diverse case studies and patient scenarios representing various populations, as supported by the 2024 ACC/AHA key data elements and definitions for social determinants of health in cardiology 1.

From the Research

Critical Analysis of Social Determinants of Learning and Teaching

To critically analyze the social determinants of learning and teaching in health and clinical education, educators must consider various factors that impact access, engagement, participation, and attainment in these fields.

• Foundational Knowledge: Educators should demonstrate basic academic literacies and foundational knowledge of health and clinical education, including evidence-informed practices 2, 3.
• Perspectives and Paradigms: Different perspectives, paradigms, and theorizations of health and clinical education should be examined, including the integration of social determinants of health into the curriculum 4, 5.
• Social Factors: Social factors that impact learning and teaching in health and clinical education should be critically analyzed, including issues related to diversity, equity, and inclusion 4, 6.
• Equity-Oriented Approach: An equity-oriented approach should be taken to examine how social factors affect access, engagement, participation, and attainment in health and clinical education, with a focus on reducing health disparities 6.
• Teaching Strategies: Effective teaching strategies should be used to teach social determinants of health, including experiential learning, longitudinal and community-based interactions, reflective opportunities, and structured assessment 3, 5.

Applications of Health and Clinical Education

The application of health and clinical education should be examined in various contexts, including:

• Nursing Education: Nursing education should incorporate teaching about social determinants of health to prepare students for high-quality nursing practice and better patient advocacy 5, 6.
• Medical Education: Medical education should integrate social determinants of health into the curriculum to provide effective care to diverse populations 2.
• Interprofessional Education: Interprofessional education should be used to teach social determinants of health, including collaborative learning and practice 3.

Impact and Influence as an Educator

As an educator, it is essential to examine and evaluate one's impact and influence on students' learning and teaching experiences, including:

• Reflective Practice: Reflective practice should be used to examine one's teaching strategies and their impact on students' learning outcomes 3, 5.
• Student Feedback: Student feedback should be used to evaluate the effectiveness of teaching strategies and make improvements to the curriculum 4, 6.
• Continuous Professional Development: Continuous professional development should be pursued to stay up-to-date with the latest evidence-informed practices and teaching strategies in health and clinical education 2, 3.