Teaching sociology to undergraduate medical students

Abstract

Understanding the social basis of health and medicine and the contexts of clinical care are essential components of good medical practice. This includes the ways in which social factors such as class, ethnicity, and gender influence health outcomes and how people experience health, illness, and health care. In our Guide we describe what sociology is and what it brings to medicine, beginning with the nature of the “sociological imagination.” Sociological theory and methods are reviewed to explain and illustrate the role of sociology in the context of undergraduate medical education. Reference is made to the 2016 report, A Core Curriculum for Sociology in UK Undergraduate Medical Education by Collett et al. Teaching and student learning are discussed in terms of organization and delivery, with an emphasis on practice. Sections are also included on assessment, evaluation, opportunities, and challenges and the value of a “community of practice” for sociology teachers in medical education.

Acknowledgments

The authors thank members of the UK network, “Behavioural and Social Sciences Teaching in Medicine” (BeSST), as well as those delegates who have attended and contributed to their workshops at AMEE conferences.

Disclosure statement

The authors are members of the Behavioural and Social Sciences Teaching in Medicine (BeSST) network. The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Sociology: The study of society, which can be taken to mean a group of people who share common cultural features, such as language, ways of behaving, and values.

Medical sociology: The sociological study of health, illness, and medicine.

The sociological imagination: A vivid awareness of how personal experiences are influenced by social factors.

Social structures: Patterned relationships within society created by human beings over time. They exist outside of individuals and constrain or enable actions.

Additional information

Notes on contributors

Kathleen Kendall

Kathleen Kendall, PhD, has taught medical students at the University of Southampton since 1999. While at Southampton she has received three vice-chancellor teaching awards. She completed the Program for Educators in Healthcare Professions at Harvard Macy Institute; and the Walls to Bridges Facilitator training in Canada, which brings together incarcerated and non-incarcerated students. Kathy led a curriculum development and has served as year leads. In addition to medical education, her research interests focus on forensic mental health.

Tracey Collett

Tracey Collett, PhD, lectures in the Sociology of Health and Illness at Plymouth University Peninsula Medical School. In addition, she undertakes a variety of teaching and learning activities including problem-based learning, academic tutoring, and leading on evaluation within the school. Her research to date has focused on the experience of chronic illness and many aspects of teaching and learning in medical education

Anya de Iongh

Anya de Iongh, BA Hons Cantab, is the first to be awarded HEA Associate Fellowship for her work in medical education as a patient leader. She has contributed to a review of the BeSTT curriculum, and been one of the core authors of a new Health Education England Education and Training Framework for Person-Centred Approaches. She contributes to the teaching of medical and healthcare professional students across a range of universities, combining her patient experience and perspective with the core theory of these modules. Anya is also the BMJ Patient Editor.

Simon Forrest

Simon Forrest, PhD, is currently a Professor at the Institute of Health and Society at Newcastle University. He was Head of the School of Medicine, Pharmacy and Health at Durham University between 2014 and 2017. He has a background in teaching the social sciences in medicine and is especially interested in experiential learning about the social basis and context of health through nonclinical student placements. His research interests extend beyond medical education to sex, gender, and sexualities.

Moira Kelly

Moira Kelly, PhD, is Honorary Senior Lecturer in Medical Sociology in the Centre for Primary Care and Public Health, Queen Mary University of London. She has extensive experience as a medical educator. As a social researcher, she specializes in qualitative research in primary health care.