BACKGROUND: The sociocultural medicine teaching experience examines the viability and efficacy of a peer teaching model in enhancing diversity-focused attitudes, knowledge, and skills in medicine among advanced level medical students. DESCRIPTION: This experience recruited 4th year students to facilitate diversity-focused case-based discussions for 2nd year students. Peer teachers participated in a training session that addressed personal exploration of sociocultural background, health care disparities, biosociocultural aspects of the patient case, and facilitation skills. Evaluation assessed learning outcomes, teaching experience; and attitudes, knowledge, and skills related to sociocultural medicine. EVALUATION: Paired t tests revealed a greater understanding of the relation among sociocultural background, health, and medicine (p <.05), and greater proficiency with teaching sociocultural medicine topics to peers (p <.01). Overall, peer teachers agreed the experience increased their exposure to sociocultural factors in patient care, enhanced their case conceptualization skills, and encouraged them to consider personal belief systems. CONCLUSION: Findings suggest peer teaching can be an effective model to refine knowledge, attitudes, and skills related to diversity issues in health care. The model may be a viable approach for diversity training in graduate and continuing medical education.
BACKGROUND: The sociocultural medicine teaching experience examines the viability and efficacy of a peer teaching model in enhancing diversity-focused attitudes, knowledge, and skills in medicine among advanced level medical students. DESCRIPTION: This experience recruited 4th year students to facilitate diversity-focused case-based discussions for 2nd year students. Peer teachers participated in a training session that addressed personal exploration of sociocultural background, health care disparities, biosociocultural aspects of the patient case, and facilitation skills. Evaluation assessed learning outcomes, teaching experience; and attitudes, knowledge, and skills related to sociocultural medicine. EVALUATION: Paired t tests revealed a greater understanding of the relation among sociocultural background, health, and medicine (p <.05), and greater proficiency with teaching sociocultural medicine topics to peers (p <.01). Overall, peer teachers agreed the experience increased their exposure to sociocultural factors in patient care, enhanced their case conceptualization skills, and encouraged them to consider personal belief systems. CONCLUSION: Findings suggest peer teaching can be an effective model to refine knowledge, attitudes, and skills related to diversity issues in health care. The model may be a viable approach for diversity training in graduate and continuing medical education.
Authors: Tripti K Srivastava; Lalitbhushan S Waghmare; Ved Prakash Mishra; Alka T Rawekar; Nazli Quazi; Arunita T Jagzape Journal: J Clin Diagn Res Date: 2015-08-01
Authors: Adam D Peets; Sylvain Coderre; Bruce Wright; Deirdre Jenkins; Kelly Burak; Shannon Leskosky; Kevin McLaughlin Journal: BMC Med Educ Date: 2009-08-25 Impact factor: 2.463