References
- Addy CL, Browne T, Blake EW, Bailey J. 2015. Enhancing interprofessional education: integrating public health and social work perspectives. Am J Public Health. 105(Suppl 1):S106–S108. doi:10.2105/AJPH.2014.302502.
- Ahmed MH. 2019. Analyzing the social aspects of the integrated program of field training, research, and rural development course, Faculty of Medicine, University of Gezira, Sudan. J Educ Health Promot. 8(1):166. doi:10.4103/JEHP.JEHP_441_18.
- An K, Salyer J, Brown RE, Kao H-FS, Starkweather A, Shim I. 2016. Salivary biomarkers of chronic psychosocial stress and CVD risks: a systematic review. Biol Res Nurs. 18(3):241–263. doi:10.1177/1099800415604437.
- Aronson L. 2011. Twelve tips for teaching reflection at all levels of medical education. Med Teach. 33(3):200–205. doi:10.3109/0142159X.2010.507714.
- Bann M, Larimore S, Wheeler J, Olsen LD. 2022. Implementing a social determinants of health curriculum in undergraduate medical education: a qualitative analysis of faculty experience. Acad Med. 97(11):1665–1672. doi:10.1097/ACM.0000000000004804.
- Basu G, Pels RJ, Stark RL, Jain P, Bor DH, McCormick D. 2017. Training internal medicine residents in social medicine and research-based health advocacy: a novel, in-depth curriculum. Acad Med. 92(4):515–520. doi:10.1097/ACM.0000000000001580.
- Batalden P, Leach D, Swing S, Dreyfus H, Dreyfus S. 2002. General competencies and accreditation in graduate medical education. Health Aff (Millwood). 21(5):103–111. doi:10.1377/HLTHAFF.21.5.103.
- BlueJurnes W, Gurdner DL. 1995. Learning styles: implications for distance learning. New Direct Adult Continuing Educ. 1995(67):19–31. https://www.academia.edu/download/47346020/ace.3671995670520160719-21399-hfuwbj.pdf.
- Boelen C, Dharamsi S, Gibbs T. 2012. The social accountability of medical schools and its indicators. Educ Health (Abingdon). 25(3):180–194. doi:10.4103/1357-6283.109785.
- Boelen C, Heck J. 1995. Defining and measuring the social accountability of medical schools. World Health Organisation. https://apps.who.int/iris/bitstream/handle/10665/59441/WHO_HRH_95.7.pdf?sequenc.
- Boelen C, Pearson D, Kaufman A, Rourke J, Woollard R, Marsh DC, Gibbs T. 2016. Producing a socially accountable medical school: AMEE Guide No. 109. Med Teach. 38(11):1078–1091. doi:10.1080/0142159X.2016.1219029.
- Boelen C, Woollard B. 2009. Social accountability and accreditation: a new frontier for educational institutions. Med Educ. 43(9):887–894. doi:10.1111/J.1365-2923.2009.03413.X.
- Boelen C, Woollard R. 2011. Social accountability: the extra leap to excellence for educational institutions. Med Teach. 33(8):614–619. doi:10.3109/0142159X.2011.590248.
- Brassolotto J, Raphael D, Baldeo N. 2014. Epistemological barriers to addressing the social determinants of health among public health professionals in Ontario, Canada: a qualitative inquiry. Crit Public Health. 24(3):321–336. doi:10.1080/09581596.2013.820256.
- Brauer DG, Ferguson KJ. 2015. The integrated curriculum in medical education: AMEE Guide No. 96. Med Teach. 37(4):312–322. doi:10.3109/0142159X.2014.970998.
- Chokshi DA. 2010. Teaching about health disparities using a social determinants framework. J Gen Intern Med. 25(Suppl 2):S182–S185. doi:10.1007/s11606-009-1230-3.
- Chou S, Cole G, McLaughlin K, Lockyer J. 2008. CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction. Med Educ. 42(9):879–886. doi:10.1111/J.1365-2923.2008.03111.X.
- Cohen L, Leung F-H, Oriuwa C, Wright R. 2019. Service-learning curriculum design and implementation at the University of Toronto Faculty of Medicine. MedEdPublish. 8:141. doi:10.15694/mep.2019.000141.1.
- Cox M, Irby DM, Hirsh DA, Ogur B, Thibault GE. 2007. ‘Continuity’ as an organizing principle for clinical education reform. N Engl J Med. 356(8):858–866. https://innovationlabs.com/r3p_public/rtr3/pre/pre-read/Continuity%20as%20an%20organizing%20principle%20for%20clin%20ed%20reform.Hirsh.2007.pdf.
- Dahlgren G, Whitehead M. 2021. The Dahlgren-Whitehead model of health determinants: 30 years on and still chasing rainbows. Public Health. 199:20–24. doi:10.1016/J.PUHE.2021.08.009.
- Dana Purkerson Hammer; Paulsen SM. 2001. Strategies and processes to design an integrated, longitudinal professional skills development course sequence. Am J Pharmaceut Educ. 65(1):77. https://www.proquest.com/docview/211215793?pq-origsite=gscholar&fromopenview=true.
- Davidson KW, McGinn T. 2019. Screening for social determinants of health: the known and unknown. JAMA. 322(11):1037–1038. doi:10.1001/JAMA.2019.10915.
- Day SH, Nasca TJ. 2019. ACGME international: the first 10 years. J Grad Med Educ. 11(4 Suppl):5–9. doi:10.4300/JGME-D-19-00432.
- de Andrade LOM, Pellegrini Filho A, Solar O, Rígoli F, de Salazar LM, Serrate PC-F, Ribeiro KG, Koller TS, Cruz FNB, Atun R. 2015. Social determinants of health, universal health coverage, and sustainable development: case studies from Latin American countries. Lancet. 385(9975):1343–1351. doi:10.1016/S0140-6736(14)61494-X.
- Denizard-Thompson N, Palakshappa D, Vallevand A, Kundu D, Brooks A, DiGiacobbe G, Griffith D, Joyner J, Snavely AC, Miller DP. 2021. Association of a health equity curriculum with medical students’ knowledge of social determinants of health and confidence in working with underserved populations. JAMA Netw Open. 4(3):e210297–e210297. doi:10.1001/JAMANETWORKOPEN.2021.0297.
- Doobay-Persaud A, Adler MD, Bartell TR, Sheneman NE, Martinez MD, Mangold KA, Smith P, Sheehan KM. 2019. Teaching the social determinants of health in undergraduate medical education: a scoping review. J Gen Intern Med. 34(5):720–730. doi:10.1007/s11606-019-04876-0.
- Fung OW, Ying Y. 2022. Twelve tips to center social accountability in undergraduate medical education. Med Teach. 44(11):1214–1220. doi:10.1080/0142159X.2021.1948983.
- Furin J, Farmer P, Wolf M, Levy B, Judd A, Paternek M, Hurtado R, Katz J. 2006. A novel training model to address health problems in poor and underserved populations. J Health Care Poor Underserved. 17(1):17–24. doi:10.1353/HPU.2006.0023.
- Gonzalo JD, Dekhtyar M, Starr SR, Borkan J, Brunett P, Fancher T, Green J, Grethlein SJ, Lai C, Lawson L, et al. 2017. Health systems science curricula in undergraduate medical education: identifying and defining a potential curricular framework. Acad Med. 92(1):123–131. doi:10.1097/ACM.0000000000001177.
- Gostelow N, Barber J, Gishen F, Berlin A. 2018. Flipping social determinants on its head: medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health. Med Teach. 40(7):728–735. doi:10.1080/0142159X.2018.1436757.
- Gregg J, Solotaroff R, Amann T, Michael Y, Bowen J. 2008. Health and disease in context: a community-based social medicine curriculum. Acad Med. 83(1):14–19. doi:10.1097/ACM.0B013E31815C67F0.
- Hamad B. 1982. Interdisciplinary field training research and rural development programme. Med Educ. 16(2):105–107. doi:10.1111/J.1365-2923.1982.TB01234.X.
- Harden RM. 2000. The integration ladder: a tool for curriculum planning and evaluation. Med Educ J. 34(7):551–557. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.596.8986&rep=rep1&type=pdf.
- Harden RM, Sowden S, Dunn WR. 1984. Educational strategies in curriculum development: the SPICES model. Med Educ. 18(4):284–297. doi:10.1111/J.1365-2923.1984.TB01024.X.
- Hassan S. 2013. Concepts of vertical and horizontal integration as an approach to integrated curriculum. EIMJ. doi:10.5959/eimj.v5i4.163.
- Herd P, Goesling B, House JS. 2007. Socioeconomic position and health: the differential effects of education versus income on the onset versus progression of health problems. J Health Soc Behav. 48(3):223–238. doi:10.1177/002214650704800302.
- Insley E, Tedesco K, Litman EA, Mangalapally N, Gicewicz C, Monaco-Brown ML. 2021. The NICU Cuddler curriculum: a service-learning curriculum for preclinical medical students in the neonatal intensive care unit. MedEdPORTAL. 17:11069. doi:10.15766/mep_2374-8265.11069.
- Jacobs C, Seehaver A, Skiold-Hanlin S. 2019. A longitudinal underserved community curriculum for family medicine residents. Fam Med. 51(1):48–54. doi:10.22454/FAMMED.2019.320104.
- Jm Eddy RL. 2002. A longitudinal community-based underserved care elective for family practice residents. Innovat Fam Med Educ. 34(8):567–569. https://www.stfm.org/Portals/49/Documents/FMPDF/FamilyMedicineVol34Issue8Eddy567.pdf.
- Kiles T, Jasmin H, Nichols B, Haddad R, Renfro CP. 2020. A scoping review of active-learning strategies for teaching social determinants of health in pharmacy. Am J Pharm Educ. 84(11):8241. doi:10.5688/AJPE8241.
- Koh HK, Piotrowski JJ, Kumanyika S, Fielding JE. 2011. Healthy people: A 2020 vision for the social determinants approach. Health Educ Behav. 38(6):551–557. doi:10.1177/1090198111428646.
- Kuo AK, Thyne SM, Chen HC, West DC, Kamei RK. 2010. An innovative residency program designed to develop leaders to improve the health of children. Acad Med. 85(10):1603–1608. doi:10.1097/ACM.0b013e3181eb60f6.
- Leadbeatter D, Holden ACL. 2021. How are the social determinants of health being taught in dental education? J Dent Educ. 85(4):539–554. Wiley. doi:10.1002/jdd.12487.
- Lewis JH, Lage OG, Grant BK, Rajasekaran SK, Gemeda M, Like RC, Santen S, Dekhtyar M. 2020. Addressing the social determinants of health in undergraduate medical education curricula: A survey report. Adv Med Educ Pract. 11:369–377. doi:10.2147/AMEP.S243827.
- Lewis JH, Whelihan K, Roy D. 2019. Teaching students to identify and document social determinants of health. Adv Med Educ Pract. 10:653–665. doi:10.2147/AMEP.S206819.
- Maguire MS, Kottenhahn R, Consiglio-Ward L, Smalls A, Dressler R. 2017. Using a poverty simulation in graduate medical education as a mechanism to introduce social determinants of health and cultural competency. J Grad Med Educ. 9(3):386–387. doi:10.4300/JGME-D-16-00776.1.
- Malik AS, Malik RH. 2011. Twelve tips for developing an integrated curriculum. Med Teach. 33(2):99–104. doi:10.3109/0142159X.2010.507711.
- Martinez IL, Artze-Vega I, Wells AL, Camilo Mora J, Gillis M, Artze-Vega I. 2015. Twelve tips for teaching social determinants of health in medicine. Med Teach. 37(7):647–652. doi:10.3109/0142159X.2014.975191.
- McDougle L, Columbus M. 2006. Matching community need with physician training: the OSU Urban Family Medicine Program. J Natl Med Assoc. 98(5):687–689. https://pmc/articles/PMC2569297/?report=abstract
- National Academies of Sciences, Engineering, and Medicine. 2016. A framework for educating health professionals to address the social determinants of health. National Academies Press. https://books.google.com/books?hl=en&lr=&id=0yFMDQAAQBAJ&oi=fnd&pg=PR1&dq=Committee+on+Educating+Health+Professionals+to+Address+the+Social+Determinants+of+Health%3B+Board+on+Global+Health%3B+Institute+of+Medicine%3B+National+Academies+of+Sciences,+Engineering,+and+Medicine.&ots=IHgy5bv2x6&sig=lRHvMA-aPTd1w-nQBp736cQrukw.
- Pálsdóttir B, Middleton L, Greene K. 2022. The Local Health System Sustainability Project Timor-Leste Activity (USAID health systems sustainability activity) under the USAID integrated health systems IDIQ. Social determinants of health-related competencies for the health workforce. MD: Abt Associates. www.abtassociates.com.
- Poirier TI. 2017. Is lecturing obsolete? Advocating for high value transformative lecturing. Am J Pharm Educ. 81(5):83. doi:10.5688/AJPE81583.
- Raphael D, Curry-Stevens A, Bryant T. 2008. Barriers to addressing the social determinants of health: insights from the Canadian experience. Health Policy. 88(2-3):222–235. doi:10.1016/J.HEALTHPOL.2008.03.015.
- Reddy AT, Lazreg SA, Phillips RL, Bazemore AW, Lucan SC. 2013. Toward defining and measuring social accountability in graduate medical education: a stakeholder study. J Grad Med Educ. 5(3):439–445. doi:10.4300/JGME-D-12-00274.1.
- Ross B, Cameron E. 2021. Socially accountable medical education: our story might not be yours. HES. 11(1):114–120. doi:10.5539/hes.v11n1p114.
- Sagi D, Spitzer-Shohat S, Schuster M, Rier D, Rudolf MCJ. 2020. Learning social determinants of health through a home visiting course in the clinical years. Patient Educ Couns. 103(11):2335–2341. doi:10.1016/J.PEC.2020.05.002.
- Schickedanz A, Hamity C, Rogers A, Sharp AL, Jackson A. 2019. Clinician experiences and attitudes regarding screening for social determinants of health in a large integrated health system. Med Care. 57(Suppl 2):S197–S201. doi:10.1097/MLR.0000000000001051.
- Schmidt HG, Neufeld VR, Nooman ZM, Ogunbode T. 1991. Network of community-oriented educational institutions for the health sciences. Acad Med. 66(5):259–263. https://journals.lww.com/academicmedicine/Abstract/1991/05000/Network_of_community_oriented_educational.4.aspx.
- Sharma M, Pinto AD, Kumagai AK. 2018. Teaching the social determinants of health: a path to equity or a road to nowhere? Acad Med. 93(1):25–30. doi:10.1097/ACM.0000000000001689.
- Skochelak SE, Stack SJ. 2017. Creating the medical schools of the future. Acad Med. 92(1):16–19. doi:10.1097/ACM.0000000000001160.
- Taylor KW, Athens JK, Booske BC, O’connor C, Jones NR, Remington PL. 2008. 2008 Wisconsin County health rankings full report.
- Titi Savitri P, Yassein K, Robert W, Julian F, Mohamed Elhassan A, Charles B. 2020. Social accountability and accreditation | social innovations. Equity Justice.
- Tobin B, Welch K, Dent M, Smith C, Hooks B, Hash R. 2003. Symposium: innovative teaching strategies for training physicians in clinical nutrition: The Nutrition Academic Award (NAA) medical schools longitudinal and horizontal integration of nutrition science into medical school curricula 1. https://academic.oup.com/jn/article/133/2/567S/4687843.
- Ward S, Blair M, Henton F, Jackson H, Landolt T, Mattson K. 2007. Service-learning across an accelerated curriculum. J Nurs Educ. 46(9):427–430. doi:10.3928/01484834-20070901-09.
- Welch K, Robinson B, Martin ML, Salerno A, Harris D. 2021. Teaching the social determinants of health through medical legal partnerships: a systematic review. BMC Med Educ. 21(1):302. doi:10.1186/s12909-021-02729-1.
- Westerhaus M, Finnegan A, Haidar M, Kleinman A, Mukherjee J, Farmer P. 2015. The necessity of social medicine in medical education. Acad Med. 90(5):565–568. doi:10.1097/ACM.0000000000000571.